Using Multilevel Modeling to Identify Differential Item Functioning in Reading Assessments for Struggling Adult Readers

• In Event: Roundtable Session 8
  In Roundtable Session: International Adult Literacy and Language Learning

Abstract

The authors investigated item functions and identified differential item functioning (DIF) between native speaker status and item performance on the Test of Irregular Word Reading Efficiency, administered to 250 struggling adult readers. Research questions: (a) does the sequence of items correspond to be sequentially of greater difficulty?, (b) does difficulty of the question vary per item based on native speaker status?, (c) is there an pattern for the types of words each group finds more difficult? Multilevel item response theory was used in the analyses. Results suggested the TIWRE is not ordered sequentially by difficulty for this population, items are differentially more difficult dependent upon native speaker status, and items derived from French were disproportionately represented in item with DIF.

Authors

• Elena Colette Nightingale, Georgia State University

• Erin R FitzPatrick, Georgia State University

• Audrey J. Leroux, Georgia State University

• Daphne Greenberg, Georgia State University