OSU Navigation Bar

The Ohio State University University Libraries Knowledge Bank

Examining Upper and Lower Case Letter Knowledge with Item Response Theory

Please use this identifier to cite or link to this item: http://hdl.handle.net/1811/45582

Show full item record

Files Size Format View
Pentimonti_Hayes2010.pdf 104.0Kb PDF View/Open

Title: Examining Upper and Lower Case Letter Knowledge with Item Response Theory
Creators: Pentimonti, Jill
Advisor: Justice, Laura
Issue Date: 2010-05
Abstract: Children’s alphabet knowledge is among the strongest predictors of children’s early literacy skills (Scarborough, 1998) and is a key component of emergent literacy development (Whitehurst & Lonigan, 1998). Alphabet knowledge is typically conceptualized as total number of letters a child knows (i.e., a simple sum score). Therefore, the fact that some letters are more likely to be known than others (i.e., inter-letter differences) is not taken into account in alphabet knowledge assessments. However, research studies suggest that specific alphabet knowledge does vary in acquisition (McBride-Chang, 1999), indicating that researchers and educators should consider inter-letter differences in alphabet knowledge. In addition, some experts contend that there are potential inter-letter differences between upper and lower case letters. Sophisticated measurement techniques, such as those based on Item Response Theory (IRT), allow for a more nuanced and precise understanding of alphabet knowledge through explicitly modeling potential inter-letter differences. The purpose of the present study was to use IRT to further identify inter-letter patterns in children’s acquisition of alphabet knowledge, and thus provide insight for alphabetic assessment and instruction.
Embargo: No embargo
Series/Report no.: 2010 Edward F. Hayes Graduate Research Forum. 24th
Keywords: alphabet knowledge
item response theory
emergent literacy
early childhood education
Description: Education and Human Ecology: 2nd Place (The Ohio State University Edward F. Hayes Graduate Research Forum)
URI: http://hdl.handle.net/1811/45582
Bookmark and Share
Attribution 3.0 Unported This item is licensed under a Creative Commons License:
Attribution 3.0 Unported