WOR-TE: Ein Ja / Nein-Wortschatztest für Kinder verschiedener Altersgruppen
Entwicklung und Validierung basierend auf dem Rasch-Modell
Abstract
Zusammenfassung. In dem vorliegenden Artikel wird der Wortschatztest WOR-TE für deutsche Grundschulkinder vorgestellt. Der Test basiert auf der Ja / Nein-Methode, bei der die Teilnehmerinnen und Teilnehmer aus einer Liste von Wörtern und Pseudowörtern diejenigen ankreuzen sollen, die sie kennen. Er wurde für verschiedene Altersgruppen (1./2. Klasse, 3./4. Klasse, 5./6. Klasse) konzipiert und Item-Response-Theory-basiert mit dem Rasch-Modell validiert. Anhand des Validitätskonzepts nach Messick (1995) wurden verschiedene Aspekte von Konstruktvalidität untersucht: Inhaltliche Aspekte, Relevanz, Repräsentativität, Technische Qualität, substantielle Aspekte, Generalisierbarkeit und externe Aspekte. Die Ergebnisse zeigen, dass der Test ein valides Instrument zur Erfassung des orthographischen Wortschatzes im Grundschulalter darstellt und durch kleine Veränderungen, insbesondere in Bezug auf die Item-Auswahl, profitieren würde. Möglichkeiten des Einsatzes sowie Einschränkungen des Verfahrens werden diskutiert, ebenso wie die Verwendung des Validitätskonzeptes mit IRT für Ja / Nein-Test im Allgemeinen.
Abstract. In this article we present a vocabulary test for German primary school children. The test is based on the yes / no method where participants identify words they know out of a list of words and pseudowords. The test was developed for different age groups (Grade 1/2, Grade 3/4, Grade 5/6) and validated via item response theory (IRT), namely, the Rasch model. Following the concept suggested by Messick (1995), we analyzed several aspects of construct validity: content aspects, relevance, representativity, technical quality, substantial aspects, generalizability, and external aspects. Results show that the test is a valid instrument for measuring the orthographic vocabulary of German primary school children but could also benefit from some minor changes concerning, for example, item selection. Possible applications and limitations of the instrument are discussed as well as the use of the validity concept and the validation via IRT for yes / no vocabulary tests in general.
Literatur
2001). Development of decoding, reading comprehension, vocabulary and spelling during the elementary school years. Reading and Writing: An Interdisiplinary Journal, 14, 61 – 89. https://doi.org/10.1023/A:1008128417862
(1983). Reading comprehension and the assessment and acquisition of word knowledge. Advances in Reading/Language Research, 2, 231 – 256.
(1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285 – 303.
(1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58, 1 – 186. https://doi.org/10.2307/1166112
(2005). Salzburger Lese-Screening für die Klassenstufe 5 – 8. Bern: Hans Huber.
(2010). A Rasch-based validation of the Vocabulary Size Test. Language Testing, 27, 101 – 118. https://doi.org/10.1177/0265532209340194
(2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13, 525 – 531. https://doi.org/10.1017/S1366728909990423
(2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24, 232 – 335. https://doi.org/10.1080/02702710390227297
(2005).
(Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction . In A. HiebertM. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223 – 242). Mahwah, NJ: Erlbaum.2006).
(Vocabulary development and instruction: A prerequisite for school learning . In D. K. DickinsonS. B. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 2, pp. 41 – 51). New York: Guilford Press.1997).
(Multiple group IRT . In W. J. van der LindeR. K. Hambleton (Eds.), Handbook of Modern Item Response Theory (pp. 433 – 448). New York: Springer.1997). Grundintelligenztest Skala 1. Göttingen: Hogrefe.
(2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204 – 256.
(2000). Item Response Theory for Psychologists. New Jersey: Lawrence Erlbaum.
(2004). Measuring receptive vocabulary size: Reliability and validity of the Yes/No Vocabulary Test for french-speaking learners of dutch. Utrecht: LOT.
(2006). The cognitive correlates of third grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of Educational Psychology, 98, 29 – 43. https://doi.org/0.1037/0022-0663.98.1.29 – Verweis fehlt im Text – bitte prüfen
(1995).
(Testing the Rasch model . In G. H. FischerI. W. Molenaar (Eds.), Rasch models (pp. 69 – 95). New York: Springer.2011). Wortschatz- und Wortfindungstest für 6- bis 10-Jährige. Amsterdam: Elsevier.
(2006). Elternfragebögen für die Früherkennung von Risikokindern (ELFRA). (2. Aufl.). Göttingen: Hogrefe.
(1999). Word definition skills in Spanish-speaking children with language impairment. Communication Disorders Quarterly, 21, 23 – 31. https://doi.org/10.1177/152574019902100104
(1983). Kognitiver Fähigkeitstest für 1. bis 3. Klassen. Weinheim: Beltz.
(2000). Kognitiver Fähigkeitstest für 4. bis 12. Klassen (Revision). Göttingen: Beltz Test.
(2002). Scores on a yes-no vocabulary test: Correction for guessing and response style. Language Testing, 19, 227 – 245. https://doi.org/10.1191/0265532202lt229oa
(2009). Patholinguistische Diagnostik bei Sprachentwicklungsstörungen (2. Aufl.). Amsterdam: Elsevier.
(2016). TAM: Test Analysis Modules [
(Computer Software ].2004). Test Equating, Scaling and Linking. Methods and Practices. New York: Springer.
(2012). Introducing LexTALE: A quick and valid lexical test for advanced learners of English. Behavior Research Methods, 44, 325 – 343. https://doi.org/10.3758/s13428-011-0146-0
(2015). Peabody Picture Vocabulary Test (4. Ausgabe: Deutsche Fassung). Frankfurt am Main: Pearson Assessment.
(2002). Hamburger Schreibprobe 1 – 10. Stuttgart: Ernst Klett Verlag.
(2003). Salzburger Lese-Screening für die Klassenstufe 1 – 4. Bern: Hans Huber.
(2015). The creation and validation of a listening vocabulary levels test. Language Teaching Research, 19, 741 – 760. https://doi.org/10.1177/1362168814567889
(1996). Measuring second language performance. Harlow: Addison Wesley Longman.
(1987). An alternative to multiple choice vocabulary tests. Language Testing, 4, 142 – 154.
(1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50, 741 – 749.
(1989). A consumer’s guide to LOGIST and BILOG. Applied Psychological Measurement, 13, 57 – 75.
(2006). The yes/no test as a measure of receptive vocabulary knowledge. Language Testing, 23, 73 – 98. https://doi.org/10.1191/0265532206lt321oa
(2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665 – 681. https://doi.org/10.1037/0012-1649.40.5.665
(2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23, 189 – 208. https://doi.org/10.1007/s11145-008-9159-1
(2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42, 282 – 298. https://doi.org/10.1598/RRQ.42.2.4
(2012). Scoring yes-no vocabulary tests: Reaction time vs. nonword approaches. Language Testing, 29, 489 – 509. https://doi.org/10.1177/0265532212438053
(2002). The lexical quality hypothesis. Precursors of Functional Literacy, 11, 67 – 86.
(2013). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 22 – 37. https://doi.org/10.1080/10888438.2013.827687
(2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110, 641 – 658. https://doi.org/10.1016/j.jecp.2011.07.004
(2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11, 235 – 257. https://doi.org/10.1080/10888430701344306
(1999). Was ist aus dem Rasch-Modell geworden? Psychologische Rundschau, 50, 140 – 156. https://doi.org/10.1026//0033-3042.50.3.140
(2015). childLex: A lexical database of German read by children. Behavior Research Methods, 47, 1085 – 1094. https://doi.org/10.3758/s13428-014-0528-1
(2017). The developmental lexicon project: A behavioral database to investigate visual word recognition across the lifespan. Behavior Research Methods, 47, 2183 – 2203. https://doi.org/10.3758/s13428-016-0851-9
(2017). How many words do children know? A corpus-based estimation of children’s total vocabulary size. Language Testing, 34, 297 – 320. https://doi.org/10.1177/0265532216641152
(1996). The application of Rasch modelling to yes/no vocabulary tests. Vocabulary Acquisition Research Group , University of Wales: Swansea.
(2006). Grundintelligenztest Skala 2 – Revision mit Wortschatztest und Zahlenfolgentest (Revision). Göttingen: Hogrefe.
(2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102, 43 – 53. https://doi.org/10.1037/a0016738
(1984). Effect of local item dependence on fit and equating performance of the Three-Parameter Logistic Model. Applied Psychological Measurement, 8, 125 – 145.
(