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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

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dc.contributor.advisor Justice, Laura
dc.creator Pentimonti, Jill
dc.date.accessioned 2010-06-04T19:39:25Z
dc.date.available 2010-06-04T19:39:25Z
dc.date.issued 2010-05
dc.identifier.uri http://hdl.handle.net/1811/45582
dc.description Education and Human Ecology: 2nd Place (The Ohio State University Edward F. Hayes Graduate Research Forum) en_US
dc.description.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. en_US
dc.language.iso en_US en_US
dc.relation.ispartofseries 2010 Edward F. Hayes Graduate Research Forum. 24th en_US
dc.subject alphabet knowledge en_US
dc.subject item response theory en_US
dc.subject emergent literacy en_US
dc.subject early childhood education en_US
dc.title Examining Upper and Lower Case Letter Knowledge with Item Response Theory en_US
dc.type Article en_US
dc.description.embargo No embargo en_US
dc.rights.cc Attribution 3.0 Unported en_US
dc.rights.ccuri http://creativecommons.org/licenses/by/3.0/ en_US
Attribution 3.0 Unported This item is licensed under a Creative Commons License:
Attribution 3.0 Unported