The Cognitive Diagnostic Study On Text Reading Of Grade 3-4 Students

Objectives:To develop a set of cognitive diagnosis tests for 3-4 grades of elementary school in terms of text reading,and analyze students' reaction patterns,construct their cognitive models and error rules,provide effective testing tools for screening students with dyslexia.Methods:Based on the related literature review,put the bottom-up reading cognitive theory of P.B Gough and the reading ability model of Xie Meihua and others act as the basis of cognitive theory,combined with the technical route of cognitive diagnosis test,and put the IRT parameters and chapter reading common mistake knowledge points act as the basis for selecting the questions,the cognitive diagnosis test for text reading was completed.This study analyzes the eight cognitive attributes of chapter reading,and verifies the rationality of cognitive attributes and their hierarchical relationships through expert assessment and oral reporting.34 questions are divided into A volume,36 questions are divided into B volume,which are mainly based on information inference and analysis.The demarcation points of the test are determined by combining the expert assessment method with the requirement of 5%-10% of the learning difficulties of students with learning difficulties.After twice tests,a total of 1,200 questionnaires were issued,including 1,103 valid questionnaires,and the effective rate is 94.68%,including 590 boys and 513 girls;690in the third grade and 413 in the fourth grade.Results:(1)Project quality analysis:The difficulty values of A and B volumes are between [-1.328,2.866] and [-1.243,2.866],and the discrimination values are between [0.460,1.598] and [0.458,1.601],respectively.The guess coefficients are respectively [0.162,0.401] and [0.162,0.402].The average difficulty is 0.084 and0.544,respectively,and the average discrimination is 0.564 and 0.918,respectively;the average guess coefficients are 0.017 and 0.231,respectively.(2)Reliability and validity analysis of the diagnostic test:The chrongbach' coefficients of A and B volumes are 0.79 and 0.66,respectively,and the maximum information function values are 7;the structural validity HCI values of the hierarchical relationship are 0.58 and 0.40,respectively.(3)Demarcation points and detection rate: The AUC values of A and B volumes are 0.930 and 0.969,respectively,and the corresponding demarcation points are 9.5 points.The overall learning rate of students is 7.71%.(4)Quality analysis of the cognitive diagnosis test : The guess values of the A and B volumes are between [0.1607,0.5781] and [0.0022,0.9732],and the error parameters of the two sets are between [0.0316,0.6863].(5)Cognitive diagnosis model:There are64 ideal mastery models in this study.The ideal mastery models of A and B are88.87% and 66.84%,respectively.Students with learning difficulties are mainly distributed in 15 typical attribute response patterns.there are 28 kinds.There are 476 people in A volume who have successfully entered the ideal mastery mode.The ideal mastery mode is 88.87%.There are 395 people in B volume who successfully enter the ideal mastery mode.The input rate is66.84%.Conclusion:(1)The definition of the attributes and hierarchical relationships of cognitive diagnosis tests is reasonable.(2)The quality of the test items is good and the test has good diagnostic reliability and validity.(3)Students have a poor grasp of information extraction and text appreciation.(4)Cognitive diagnosis realizes the classification of students with difficulty in reading texts and the analysis of wrong rules,and the main types of defects are analytical defects,information defects,deep defects,and decision defects.