Theory-Based Parameterization of Semiotics for Measuring Pre-literacy Development

2013 Joint IMEKO (International Measurement Confederation) TC1-TC7-TC13 Symposium: Measurement Across Physical and Behavioural Sciences

Bezruczko, N.^1

Measurement and Evaluating Consulting, 1524 E. 59th Street, Chicago, United States^1

关键词: Children's drawing;    Literacy development;    Positive correlations;    Principle components analysis;    Probabilistic modeling;    Residual matrices;    Theoretical foundations;    Validation analysis;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/459/1/012020/pdf
DOI  :  10.1088/1742-6596/459/1/012020

来源: IOP

【 摘 要 】

A probabilistic model was applied to problem of measuring pre-literacy in young children. First, semiotic philosophy and contemporary cognition research were conceptually integrated to establish theoretical foundations for rating 14 characteristics of children's drawings and narratives (N 120). Then ratings were transformed with a Rasch model, which estimated linear item parameter values that accounted for 79 percent of rater variance. Principle Components Analysis of item residual matrix confirmed variance remaining after item calibration was largely unsystematic. Validation analyses found positive correlations between semiotic measures and preschool literacy outcomes. Practical implications of a semiotics dimension for preschool practice were discussed.