#3435. Is the author recognition test a useful metric for native and non-native English speakers? An item response theory analysis

October 2026publication date
Proposal available till 24-05-2025
4 total number of authors per manuscript0 $

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Journal’s subject area:
Experimental and Cognitive Psychology;
Arts and Humanities (miscellaneous);
Psychology (miscellaneous);
Developmental and Educational Psychology;
Psychology (all);
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Abstract:
Studies of reading have shown the “Matthew effect” of exposure to print on reading skill: poor readers avoid reading, and ability develops more slowly compared to peers, while good readers improve more quickly through increased exposure. When studying bilingualism and second language acquisition, it is ideal to have a single test which is equally reliable for all cohorts for comparison. This study assesses the reliability of ART in English-medium university and college students with different language backgrounds. Results showed an expected gradient in ART performance, with L1 speakers showing higher scores than L2 speakers of English, university students showing higher scores than college students. IRT analyses further revealed that ART is not an informative measure for L2 speakers of English, as most L2 participants show a floor effect. Reasons for this unreliability are discussed, as are alternative measures of print exposure.
Keywords:
Author recognition test; Item response theory; Literacy; Print exposure; Reading proficiency

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