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dc.contributor.advisorJustice, Laura
dc.creatorPentimonti, Jill
dc.date.accessioned2010-06-04T19:39:25Z
dc.date.available2010-06-04T19:39:25Z
dc.date.issued2010-05
dc.identifier.urihttp://hdl.handle.net/1811/45582
dc.descriptionEducation and Human Ecology: 2nd Place (The Ohio State University Edward F. Hayes Graduate Research Forum)en_US
dc.description.abstractChildren’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.isoen_USen_US
dc.relation.ispartofseries2010 Edward F. Hayes Graduate Research Forum. 24then_US
dc.subjectalphabet knowledgeen_US
dc.subjectitem response theoryen_US
dc.subjectemergent literacyen_US
dc.subjectearly childhood educationen_US
dc.titleExamining Upper and Lower Case Letter Knowledge with Item Response Theoryen_US
dc.typeArticleen_US
dc.description.embargoNo embargoen_US
dc.rights.ccAttribution 3.0 Unporteden_US
dc.rights.ccurihttp://creativecommons.org/licenses/by/3.0/en_US


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Except where otherwise noted, this item's license is described as Attribution 3.0 Unported