Psychometric Modelling of Reading Aloud with the Rasch Model

Document Type : Special Issue


1 Institute of Natural Sciences and Geography, Abai Kazakh National pedagogical University, Almaty, Kazakhstan

2 English Department, Ahl Al Bayt University, Kerbala, Iraq

3 College of Education, Al-Farahidi University, Baghdad, Iraq

4 Al-Nisour University College, Baghdad, Iraq

5 English Department, AlNoor University College, Nineveh, Iraq

6 Department of Medical Laboratory Technics, Al-Zahrawi University College, Karbala, Iraq

7 Peoples Friendship University of Russia, Moscow, Russia


Reading aloud is recommended as a simple technique to measure speaking ability (Hughes & Hughes, 2020; Madsen, 1983). Reading aloud is currently used in the Pearson Test of English and a couple of other international English as a second language proficiency tests. Due to the simplicity of the technique, it can be used in conjunction with other techniques to measure foreign and second language learners’ speaking ability. One issue in reading aloud as a testing technique is its psychometric modelling. Because of the peculiar structure of reading aloud tasks, analysing them with item response theory models is not straightforward. In this study, the Rasch partial credit model (PCM) is suggested and used to score examinees’ reading aloud scores. The performances of 196 foreign language learners on five reading aloud passages were analysed with the PCM. Findings showed that the data fit the RPCM well and the scores are highly reliable. Implications of the study for psychometric evaluation of reading aloud or oral reading fluency are discussed.