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Age-Related Progressions in Story Structure in Young Children's Narratives
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Khan, Kiren S.; Gugiu, Mihaiela R.; Justice, Laura M.; Bowles, Ryan P.; Skibbe, Lori E.; Piasta, Shayne B. – Journal of Speech, Language, and Hearing Research, 2016
Purpose: Prior theoretical and empirical work has referenced several broad stages of narrative development, particularly in terms of young children's understanding of story structure. However, there is considerable variation in how story structure has been defined and assessed across these studies. The aims of the present study were threefold: (a)…
Descriptors: Young Children, Story Grammar, Story Telling, Narration
Age-Related Progressions in Story Structure in Young Children's Narratives
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Khan, Kiren S.; Gugiu, Mihaiela R.; Justice, Laura M.; Bowles, Ryan P.; Skibbe, Lori E.; Piasta, Shayne B. – Grantee Submission, 2016
Purpose: Prior theoretical and empirical work has referenced several broad stages of narrative development, particularly in terms of young children's understanding of story structure. However, there is considerable variation in how story structure has been defined and assessed across these studies. The aims of the present study were threefold: (a)…
Descriptors: Young Children, Story Grammar, Story Telling, Narration
Using the Advanced Progressive Matrices (Set I) to Assess Fluid Ability in a Short Time Frame: An Item Response Theory-Based Analysis
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Chiesi, Francesca; Ciancaleoni, Matteo; Galli, Silvia; Primi, Caterina – Psychological Assessment, 2012
This article is aimed at evaluating the possibility that Set I of the Advanced Progressive Matrices (APM-Set I) can be employed to assess fluid ability in a short time frame. The APM-Set I was administered to a sample of 1,389 primary and secondary school students. Confirmatory factor analysis attested to the unidimensionality of the scale. Item…
Descriptors: Factor Analysis, Evidence, Item Response Theory, Secondary School Students
Item Response Theory Analysis and Differential Item Functioning across Age, Gender and Country of a Short Form of the Advanced Progressive Matrices
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Chiesi, Francesca; Ciancaleoni, Matteo; Galli, Silvia; Morsanyi, Kinga; Primi, Caterina – Learning and Individual Differences, 2012
Item Response Theory (IRT) models were applied to investigate the psychometric properties of the Arthur and Day's Advanced Progressive Matrices-Short Form (APM-SF; 1994) [Arthur and Day (1994). "Development of a short form for the Raven Advanced Progressive Matrices test." "Educational and Psychological Measurement, 54," 395-403] in order to test…
Descriptors: College Students, Factor Structure, Measures (Individuals), Psychometrics
Examining Psychometric Dimensions of the Ages and Stages Questionnaires: Inventory: A Cross-Country Comparison between Taiwan and the United States
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Chen, Ching-I – ProQuest LLC, 2013
The Taiwanese early intervention/early childhood special education (EI/ECSE) system is modeled after the federal legislation and practices of the U.S., incorporating specific cultural beliefs in Taiwan. Nonetheless, in EI/ECSE assessments, several challenges are presented, including: (a) limited resources and funding, (b) lack of reliable and…
Descriptors: Foreign Countries, Special Education, Early Childhood Education, Intervention
Influence of the Difficulty of the Matching Familiar Figures Test-20 on the Assessment of Reflection-Impulsivity: An Item Analysis
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Carretero-Dios, Hugo; Macarena, De los Santos-Roig; Buela-Casal, Gualberto – Learning and Individual Differences, 2008
This study is an item analysis of the Matching Familiar Figures Test-20. We examined error scores in the Matching Familiar Figures Test-20 to determine the influence of the difficulty of the test on the assessment of reflection-impulsivity. The sample included 700 participants aged between 6 and 12 years. The results obtained from the corrected…
Descriptors: Conceptual Tempo, Individual Differences, Item Analysis, Children
Content Considerations vs. Growth in Achievement Testing: Hobson's Choice?
Diamond, Esther E. – 1984
The problem of measuring growth across the target grade and, typically, the two adjacent grades, concerns most developers of standardized, norm-referenced achievement tests, particularly at the item selection stage. Opinion is divided on whether to retain or drop items that do not get easier from grade to grade. The controversy has focused on…
Descriptors: Achievement Gains, Achievement Tests, Age Differences, Difficulty Level