Reading Skills of First Graders in Russia and Kazakhstan: A Cross-Cultural Study
Навыки чтения первоклассников в России и Казахстане: кросс-культурное исследование
Ivanova A.E. Antipkina I.V. Abisheva S.J. Abayeva M.K.
2022Moscow State University of Psychology and Education
Psychological Science and Education
2022#27Issue 5107 - 120 pp.
This article assesses the intercultural comparability of reading assessment results taking into account the specifics of the test content in relation to the child’s cultural environment . The reading skills of first graders in two countries were assessed using the reading scale of the computerized instrument “Start” . The sample of students from Kazakhstan included 1102 first-graders from Russian-language schools in the city of Almaty . The sample of students from Russia included 2247 first-graders from the city of Novosibirsk . Pearson reliability and Chronbach’s alpha were in the range from 0 .89 to 0 .96 . Subsequently, Differential Item Functioning analysis was carried out on a combined sample in order to investigate whether the scale tasks work identically for the students from Russia and Kazakhstan when the levels of their reading skills are taken into consideration . Logic regression showed that there are no items with DIF effect size reaching beyond 0,13 (under Zumbo-Thomas classification) . The research outcomes may be of interest to international comparative studies of reading skills development .
adaptation , early reading skills , intercultural comparability , international comparative studies , primary school
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National Research University “Higher School of Economics”, Moscow, Russian Federation
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
National Research University “Higher School of Economics”
Abai Kazakh National Pedagogical University
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