Detecting native language group differences at the subskills level of reading: A differential skill functioning approach

Differential skill functioning (DSF) exists when examinees from different groups have different probabilities of successful performance in a certain subskill underlying the measured construct, given that they have the same ability on the overall construct. Using a DSF approach, this study examined t...

Full description

Saved in:
Bibliographic Details
Published in:Language testing 2013-04, Vol.30 (2), p.273-298
Main Authors: Li, Hongli, Suen, Hoi K
Format: Article
Language:English
Subjects:
Achievement tests
Asian languages
Chinese
Cognitive style
Comparative Analysis
Differences
Education
Educational evaluation
Educational Policy
Educational Strategies
English as a second language
English as a second language learning
English for Special Purposes
English language
English Language Learners
Gender Differences
Grammar Translation Method
Hypotheses
Hypothesis Testing
Indo European Languages
Japanese
Korean
Language assessment
Language teaching methods
Language Tests
Literacy
Michigan English Language Assessment Battery
Native Language
Native languages
Protocol Analysis
Qualitative research
Reading comprehension
Reading instruction
Reading Skills
Reading Tests
Regression (Statistics)
Romance Languages
Skills
Students
Teaching Methods
Test Bias
Text structure
Thinking Skills
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Differential skill functioning (DSF) exists when examinees from different groups have different probabilities of successful performance in a certain subskill underlying the measured construct, given that they have the same ability on the overall construct. Using a DSF approach, this study examined the differences between two native language groups – a group with an East Asian language background and one with a Romance language background – in regard to reading subskills as represented in the Michigan English Language Assessment Battery (MELAB) reading test. Based on a combination of literature review and think-aloud reports from a sample of ESL students, hypotheses on reading subskill differences between the two groups were generated. These hypotheses were tested by first identifying the subskill profile of each examinee in a large MELAB database via the application of a previously determined item-skill Q-matrix to a Fusion Model of cognitive diagnostic modeling. The subskill profiles of the East Asian examinees were then compared against those of examinees with a Romance language background through logistic regression techniques. Some important DSFs were found between the two groups. Based on results of this study, instructional strategies were suggested to address some specific weaknesses in ESL learners’ reading subskills.
ISSN:0265-5322
1477-0946
DOI:10.1177/0265532212459031