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Abstract

The subtests of the Bracken Basic Concept Scale (BBCS) were analyzed to determine the relationship between item difficulty and frequency of concept words as judged by independent word lists. Item position within subtests was used as an index of item difficulty. Eight variables from two lexicons (Ginn and Literacy Plus) provided various indices of concept word frequency. All subtests except two (Quantity and Time) showed statistically significant correlations with most objective indices of word frequency. Next, the BBCS was administered to 36 first grade children. Item discrimination indices were obtained and compared with recommended instructional grade levels for each word. Most concept words showed expected item discrimination indices. Some words led to speculation that their difficulty on the BBCS was due to factors unique to each item, and not word frequency.

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The Relationship Between Lexicon Rankings and Item Difficulty on the Bracken Basic Concept Scale

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