Diagnostic Study On Sentence Reading Of Grade 3-4 Students

Objective:(1)Develop a set of cognitive diagnostic tests for sentence reading in primary school,which can provide a scientific and reliable measure for students' learning effect;(2)Summarize the overall situation of sentence reading of students in grade 3-4,analyze the types of response and error patterns of children with sentence reading disabilities,and provide certain data support for the construction of Cognitive Diagnostic models for reading comprehension;(3)Make a comprehensive analysis of the overall situation of sentence reading of students in grade 3-4;(4)To provide parents and teachers with accurate and effective diagnostic content,so as to provide targeted counseling measures for students.METHODS: Based on Friederici's three-stage theory of sentence reading,seven cognitive attributes of sentence reading are extracted and hierarchical relationships are constructed by means of cognitive diagnosis.Based on the parameters of classical measurement theory and Item Response Theory and the types of errors in sentence reading,a cognitive diagnostic test for sentence reading is developed and equivalently studied.This test is divided into A and B papers,each set of papers has 30 questions.The diagnostic delimitation of the test was determined by expert evaluation method and ROC curve method.A total of 1783 questionnaires were issued and 1515 valid questionnaires(786 males and729 females)were valid,with an effective rate of 85%.Finally,the classical measurement theory and item response theory are used to analyze the item quality,reliability and validity of the test,as well as the attribute response model and error rules of children with sentence dyslexia based on cognitive diagnosis model.Result: Project quality analysis:(1)Volume A difficulty is between[-2.915,1.122],with an average difficulty coefficient of-1.000;Volume B difficulty is between [-2.429,0.765],with an average difficulty coefficient of-1.020;Volume A discrimination is between [0.521,3.134],with an average differentiation degree of 1.1467 > 0.7,and Volume B discrimination between [0.445,2.482],with an average differentiation degree of 1.21 > 0.7.(2)The maximum information function of Volume A is 12,the Cronbach alpha coefficient is 0.833,the split-half reliability is0.734,the reliability of Cognitive Diagnostic Test is 0.70,the maximum information function of Volume B is 18,the Cronbach alpha coefficient is0.871,the split-half reliability is 0.80,and the reliability of Cognitive Diagnostic Test is is 0.819.(3)Scores A and B of normal children scored significantly higher than those of dyslexic children,with better content validity;HCI values of structural validity were 0.58 and 0.54,respectively,with better structural validity;school types(good,medium and poor)had significant differences in passing rates of various attributes,with good external validity.(4)The demarcation of volume A was determined as 8.5 points by ROC curve and expert evaluation method,and that of volume B was 6.5 points;(5)There was a significant regression relationship between volume A and volume B in anchor test,with correlation coefficients of 0.67 and 0.76,respectively.Cognitive diagnostic analysis:(1)The DINA model diagnosed that the guessing parameters of volume A were between [0.1868,0.6582] and[0.0001,0.4314],while those of volume B were between [0.0001,0.5664]and [0.0001,0.4098].(2)Thirty-three typical response modes were identified from DINA model,87.2% of the subjects could be reasonably classified;two children with dyslexia were successfully classified into two typical response modes and 11 into the remaining eleven non-ideal mastery modes.Conclusion:(1)The cognitive attribute model of students' sentence comprehension conforms to the results of expert judgment and oral report,which is scientific and effective.(2)The reliability and validity of the self-compiled cognitive diagnostic test for sentence reading are reliable and satisfy the requirements of surveying.(3)The Tucker linear method realizes the equivalent conversion of the scores of the A and B volumes of the Sentence Diagnosis Test.(4)Sentence dyslexia children diagnosed based on DINA model were successfully categorized.(5)The students' comprehension of conjunctions and the discrimination of diseased sentences are worse in sentence comprehension.