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A Rasch model prototype for assessing vocabulary learning resulting from different instructional methods: a preschool
Cynthia B Leung1, William Steve Lang
1USF St. Petersburg, College of Education, St. Petersburg, FL 33701, USA. leung@stpt.usf.edu
Journal of Applied Measurement
|March 21, 2009
Summary
This study used Rasch modeling to analyze preschool vocabulary development following read-alouds and science activities. Rasch analysis revealed word learning difficulty across different teaching methods.
Area of Science:
- Educational Psychology
- Psychometrics
- Early Childhood Education
Background:
- Vocabulary acquisition is crucial for early literacy development.
- Rasch modeling offers a robust framework for analyzing educational data.
- Preschoolers benefit from engaging read-alouds and hands-on science activities.
Purpose of the Study:
- To explore the application of Rasch modeling in analyzing preschool vocabulary knowledge.
- To assess the learning difficulty of specific vocabulary words after different instructional interventions.
- To develop a Rasch prototype for literacy research in early childhood settings.
Main Methods:
- Utilized Rasch modeling to analyze vocabulary data from preschoolers.
- Applied a developed Rasch prototype for literacy research.
- Selected 31 target words from informational books on light and color.
- Collected data through six assessments, including free response and picture vocabulary tests.
Main Results:
- Rasch modeling effectively assessed the learning difficulty of target vocabulary words.
- Identified variations in word learning difficulty based on instructional settings.
- Provided insights into the effectiveness of different teaching approaches for vocabulary acquisition.
Conclusions:
- Rasch modeling is a valuable tool for analyzing vocabulary learning in preschool settings.
- The study suggests practical applications of Rasch modeling for evaluating instructional interventions.
- Findings inform future research on early literacy and vocabulary development.
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