Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms: Duration and Word Length as Difficulty-Generating-Item Characteristics
Standardized assessment tools are essential for informed, data-driven decision-making. Reading speedily is a crucial early skill that all students should have the opportunity to develop in inclusive classrooms. To facilitate classroom-based reading diagnostics in this area of reading, we developed a...
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MDPI AG
2024-12-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/5 |
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| author | Judith Zellner Nikola Ebenbeck Markus Gebhardt |
| author_facet | Judith Zellner Nikola Ebenbeck Markus Gebhardt |
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| description | Standardized assessment tools are essential for informed, data-driven decision-making. Reading speedily is a crucial early skill that all students should have the opportunity to develop in inclusive classrooms. To facilitate classroom-based reading diagnostics in this area of reading, we developed a flash reading test that reliably measures the performance of students with and without learning disabilities and intellectual disabilities. This test can be administered in the classroom and completed independently by students, taking only a few minutes, without requiring them to read aloud. The test is designed to provide an accurate assessment of the speed of lexical recall for all students. To evaluate the difficulty-generating-item characteristics of the new instrument, 400 primary and special school students participated in the test. The results indicate that students with low abilities and disabilities are particularly differentiated by the combination of a short display duration and short words. We provide information for test developers interested in designing similar assessments and teachers who can use this instrument to make informed decisions in the classroom. |
| format | Article |
| id | doaj-art-e0655e0c5a964c32923ae6294c1e4e0d |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-e0655e0c5a964c32923ae6294c1e4e0d2025-01-24T13:30:06ZengMDPI AGEducation Sciences2227-71022024-12-01151510.3390/educsci15010005Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms: Duration and Word Length as Difficulty-Generating-Item CharacteristicsJudith Zellner0Nikola Ebenbeck1Markus Gebhardt2Special Educational Needs in Learning, Ludwig-Maximilians-University of Munich, Leopoldstraße 13, 80802 Munich, GermanySpecial Educational Needs in Learning, Ludwig-Maximilians-University of Munich, Leopoldstraße 13, 80802 Munich, GermanySpecial Educational Needs in Learning, Ludwig-Maximilians-University of Munich, Leopoldstraße 13, 80802 Munich, GermanyStandardized assessment tools are essential for informed, data-driven decision-making. Reading speedily is a crucial early skill that all students should have the opportunity to develop in inclusive classrooms. To facilitate classroom-based reading diagnostics in this area of reading, we developed a flash reading test that reliably measures the performance of students with and without learning disabilities and intellectual disabilities. This test can be administered in the classroom and completed independently by students, taking only a few minutes, without requiring them to read aloud. The test is designed to provide an accurate assessment of the speed of lexical recall for all students. To evaluate the difficulty-generating-item characteristics of the new instrument, 400 primary and special school students participated in the test. The results indicate that students with low abilities and disabilities are particularly differentiated by the combination of a short display duration and short words. We provide information for test developers interested in designing similar assessments and teachers who can use this instrument to make informed decisions in the classroom.https://www.mdpi.com/2227-7102/15/1/5reading diagnosticsflash reading testassessmentreading speedinclusive teaching |
| spellingShingle | Judith Zellner Nikola Ebenbeck Markus Gebhardt Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms: Duration and Word Length as Difficulty-Generating-Item Characteristics Education Sciences reading diagnostics flash reading test assessment reading speed inclusive teaching |
| title | Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms: Duration and Word Length as Difficulty-Generating-Item Characteristics |
| title_full | Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms: Duration and Word Length as Difficulty-Generating-Item Characteristics |
| title_fullStr | Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms: Duration and Word Length as Difficulty-Generating-Item Characteristics |
| title_full_unstemmed | Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms: Duration and Word Length as Difficulty-Generating-Item Characteristics |
| title_short | Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms: Duration and Word Length as Difficulty-Generating-Item Characteristics |
| title_sort | designing a digital flash reading test for data based decisions in inclusive classrooms duration and word length as difficulty generating item characteristics |
| topic | reading diagnostics flash reading test assessment reading speed inclusive teaching |
| url | https://www.mdpi.com/2227-7102/15/1/5 |
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