Development of Nonword and Irregular Word Lists for Australian Grade 3 Students Using Rasch Analysis.

摘要: Many tests used in educational settings to identify learning difficulties endeavour pick up only the lowest performers. Yet these are generally developed within a Classical Test Theory (CTT) paradigm that assumes data do not have significant skew. Rasch analysis is more tolerant of skew and was validate two newly phonological orthographic processing. These were administered 172 Victorian Grade 3 students so preliminary chronological norms could be generated. Despite level would cause CTT paradigm, found acceptable as per and, such, provide additional important information on poor-performing students. Preliminary for test provided.