Навыки чтения первоклассников в России и Казахстане: кросс-культурное исследование

Психологическая наука и образование. 2022. Т. 27. № 5. С. 107–120.

Ivanova A., Antipkina I., Абишева С. Д., Абаева М. Қ.

This article is focused on the intercultural comparability of reading assessment results which may appear due to the specifics of the item content to children’s cultural environment. The reading skills of first graders in two countries were assessed using the computerized instrument «Start». The sample of students from Kazakhstan includes 1102 first-graders from Russian-language schools in the city of Almaty. The sample of students from Russia includes 2247 first-graders from the city of Novosibirsk. Rasch person reliability and Chronbach’s alpha of the instruments varied from 0.89 to 0.96. Differential item functioning was checked using logistic regression. No items showed DIF size of B or C type (under Zumbo-Thomas classification). The results are of interest for international comparative studies of reading development.

Keywords: адаптация, начальная школа, international comparative studies, международные сравнительные исследования, primary school, early reading skills, intercultural comparability, межкультурная сопоставимость, ранние навыки чтения