Development and validation of Extract the Base: An English Derivational Morphology Test for third through fifth grade monolingual students and Spanish-speaking English language learners
Development and validation of Extract the Base: An English Derivational Morphology Test for third through fifth grade monolingual students and Spanish-speaking English language learners
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DOI：
10.1177/0265532211419827
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发表时间：
2012-04-01
期刊：
影响因子：
4.1
通讯作者：
August, Diane
中科院分区：
文献类型：
--
作者：
Goodwin, Amanda P.;Huggins, A. Corinne;August, Diane
本研究描述了提取基础测试（ETB）的开发和验证，该测试评估派生形态意识。这项测试的成绩针对三年级至五年级的 580 名单语学生和 373 名西班牙语英语学习者 (ELL) 进行了验证。作为内部结构验证的一部分，其中涉及使用广义部分学分模型进行多分项目测试，该测试中的项目被证明可以提供有关不同能力的学生的信息，并区分这些异质学生。作为验证测试与标准关系的一部分，项目被证明与单词识别、阅读理解和词汇测量的测量相关。我们注意到英语流利的学生和英语学习者、不同家庭语言环境的学生以及不同年级的学生在表现上存在差异。此外，该任务还使用二分评分系统进行了验证，以使用这种替代评分方法提供可靠性和有效性信息。
This study describes the development and validation of the Extract the Base test (ETB), which assesses derivational morphological awareness. Scores on this test were validated for 580 monolingual students and 373 Spanish-speaking English language learners (ELLs) in third through fifth grade. As part of the validation of the internal structure, which involved using the Generalized Partial Credit Model for tests with polytomous items, items on this test were shown to provide information about students of different abilities and also discriminate amongst such heterogeneous students. As part of the validation of the test's relationship to criterion, items were shown to correlate with measures of word identification, reading comprehension, and vocabulary measures. Differences in performances for fluent English students and ELLs, students of varied home language environments, and different grade levels were noted. Additionally, the task was validated using a dichotomous scoring system to provide reliability and validity information using this alternate scoring method.