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LeseDif - Reading literacy against the background of social and cultural diversity: Differential meanings of item, student and instructional aspects in large scale assessments

lesedifhp

Project duration: 01.09.2016 - 31.12.2019

LeseDif

Focusing reading literacy LeseDif analyses to what extent strengths and weaknesses of children who are socially disadvantaged and those with migration backgrounds are being influenced by (a) motivational characteristics of the learners and (b) quantitative and qualitative characteristics of instruction.

Project description

Core aim and – at the same time – prerequisite of educational processes is reading literacy. For this important area the project LeseDif will conduct theory-based analyses in order to determine to what extent specific strengths and weaknesses of the student subgroups in focus – children who are socially disadvantaged and those with migration backgrounds – are being influenced by (a) motivational characteristics on the level of the learners and (b) quantitative and qualitative characteristics on the level of school instruction. This is an innovative way to also analyze, on student and instruction levels, the prerequisites of strengths and weaknesses subgroups of students display with respect to reading test items. Analyses focus on Differential Item Functioning-effects, which have been already substantiated for items with an open-answer format. Research focus (RF) 1 emphasizes the motivational student characteristics (a) intrinsic reading motivation and (b) self-concept with respect to reading. RF 2 examines teaching characteristics as preconditions whereby quantitative aspects (i.e. time allocated to reading) as well as qualitative aspects (i.e. practicing reading strategies in class) are investigated with respect to their significance. Very important is RF 3 which consolidates the findings of the other two RFs by simultaneously examining student and instructional characteristics. Cross-classified Multilevel-Models are used to analyze data of PIRLS, sample from 2006, in order to examine the questions at hand. These data allow for the modelling of effects on the three levels of interest (items/learners/instruction). The anticipated results pertain to important findings relating to the firm establishment of theories regarding the determinants of item-specific strengths and weaknesses in major student subgroups. These findings are of fundamental importance for the systematic advancement and interpretation of test items used with LSA and other studies, as well as for the identification of possible options for specific individual support in reading instruction and subsequent research priorities.

Further information

Examination of Test-fairness of Selected Large Scale Assessments for Core Student Sub-populations

Lead researcher at IFS

Foto von Prof. Dr. Nele McElvany Prof. Dr. Nele McElvany,

Campus Nord, CDI, Room CDI / 232
Telephone: (+49)231 755-5512



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