Perspectives on Word Difficulty Using Item Response Theory

• In Event: Poster Session 4
  In Poster Session: Division D Section 1 Poster Session

Abstract

The purpose of this study is to demonstrate the effectiveness of adapting a model of statistical analysis (Item Response Theory - IRT) to provide detailed quantitative data measuring word difficulty in early reading texts by analyzing large samples of student reading data. The results from this study demonstrate a “big data” model of assessing word difficulty based entirely on student reading outcomes, apart from theories or previous research on word difficulty. The results provide a unique tool for re-thinking traditional theories of word difficulty and offer validation and challenges to the most prominent theoretical perspectives while demonstrating the potentially powerful outcome of reliable, valid, quantitative measures of word difficulty.

Author

• Rick Chan Frey, Mustard Seed N.D.C.