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Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters

Title: Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.
Name(s): Petscher, Yaacov M., author
Kim, Young-Suk, author
Type of Resource: text
Genre: Text
Issuance: serial
Date Issued: 2011
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Letter name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10, 15, and 20 easiest letters, with all 26 letters by using Receiver Operating Characteristic (ROC) curves and indices of sensitivity, specificity, positive predictive power, and negative predictive power. Results demonstrated a hierarchical scale existed among items in the letter-name knowledge test. Additionally, assessing students, on the easiest 15 letters was not statistically distinguished from all 26 letters in diagnostic accuracy. The implications of the results for the use of a Mokken scale analysis in educational research are discussed.
Identifier: FSU_migr_fcrr-pubs-0003 (IID), 10.1177/1534508411407761 (DOI)
Keywords: Mokken scale analysis, Letter name knowledge, Screening
Note: This version is the author post-print. The final version of this article was published in Assessment for Effective Intervention.
Citation: Petscher, Y., & Kim, Y. (2011). Efficiency of predicting risk in word reading using fewer, easier letters. Assessment for Effective Intervention, 37(1), 17-25. doi:
Subject(s): Education -- Research
Educational evaluation
Persistent Link to This Record:
Host Institution: FSU
Is Part of Series: FCRR Publications.
Is Part Of: Assessment for Effective Intervention.
Issue: 1, 37

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Petscher, Y. M., & Kim, Y. -S. (2011). Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters. Assessment For Effective Intervention. Retrieved from