e-journal

Examining differential item functioning trends for English language learners in a reading test: A meta-analytical approach

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In this study, differential item functioning (DIF) trends were examined for English language learners (ELLs) versus non-ELL students in third and tenth grades on a large-scale reading assessment. To facilitate the analyses, a meta-analytic DIF technique was employed. The results revealed that items requiring knowledge of words and phrases in context favored non-ELLs in grade 3, whereas items requiring evaluation skills favored ELLs in grade 10. However, inconsistent patterns were found across gender and ethnicity. Educational implications are discussed.

Keywords
Differential item functioning, English language learners, meta-analysis, reading tes

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Informasi Detail

Judul Seri

Language Testing

No. Panggil

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Penerbit

: The Author., 2014

Deskripsi Fisik

Language Testing 2014, Vol 31(1) 89– 109

Bahasa

English

ISBN/ISSN

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Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

EKONOMI

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

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