Reading strategy use scale: an analysis using the rasch rating scale model

Although reading strategy use can be measured using different methods, self-report
measures are particularly cost-effective in educational settings. The main goal of
this study was to investigate the psychometric properties of the items of the Reading
Strategy Use Scale (RSU), using the Rasch Rating Scale Model. Although the RSU
has already been studied using classical analyses, some issues remain regarding the
suitability of the response scale and the items’ validity. A total of 179 students at-
tending the fifth and sixth grades participated in this study. The results supported a
unidimensional structure and local independence of the items. The seven-category
response scale showed inadequate functioning. Rather, the results suggested that
a five-category scale was more appropriate. Rasch reliability indicators were very
high. There was no meaningful differential item functioning as a function of gender.
A test of differences indicated that girls use reading strategies more frequently than
boys. A positive correlation between the RSU scores and a reading comprehension
measure was found. The findings support RSU as a robust self-reporting instrument
to measure the frequency of use of reading strategies and highlight the usefulness
of Rasch analysis in developing robust educational measures.
This study was conducted at the Psychology Research Center of the School of Psychology, University of Minho, supported by the Portuguese Foundation for Science and Technology through the Portuguese State Budget (UIDB/PSI/01662/2020). The first and second authors were also supported by the Portuguese Foundation for Science and Technology (CEECIND/00408/2018 and SFRH/BD/129582/2017, respectively).