Empirical Validation of Reading Proficiency Guidelines

Dados Bibliográficos

ID8935834
AutoresRay Clifford (Ray Clifford (PhD, University of Minnesota) is Associate Dean, College of Humanities, and Director, Center for Language Studies Brigham Young University Provo, Utah, autor correspondente), Troy L Cox (0000-0001-9379-5102, Troy L. Cox (PhD, Brigham Young University) is Technology and Assessment Coordinator at the English Language Center Brigham Young University Provo, Utah)
Ano2013
Volume46
Fascículo1
Páginas45-61
Data de publicação2013-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoForeign Language Annals (JOURNAL)
Identificadores do periódicoISSN: 0015-718X • E-ISSN: 1944-9720
EditoraWiley (PUBLISHER • GB)
DOI10.1111/flan.12033
OpenAlexW2172213372
IdiomaEN
Citações recebidas11
Referências citadas9

The validation of ability scales describing multidimensional skills is always challenging, but not impossible. This study applies a multistage, criterion‐referenced approach that uses a framework of aligned texts and reading tasks to explore the validity of the ACTFL and related reading proficiency guidelines. Rasch measurement and statistical analyses of data generated in three separate language studies confirm a significant difference in reading difficulty between the proficiency levels tested

Developmental psychology · Item response theory · Language proficiency · Linguistics · Mathematics education · Natural language processing · Psychometrics · Rasch model · Reading (process · Reading comprehension · Cognitive and developmental aspects of mathematical skills · Computer Science · Educational and Psychological Assessments · Psychology · Reading and Literacy Development