Kuanysh Syman - Institute of Natural Sciences and Geography, Abai Kazakh National pedagogical University, Almaty, Kazakhstan
Hajir Alallo - English Department, Ahl Al Bayt University, Kerbala, Iraq
Aisha Mohammed - College of Education, Al-Farahidi University, Baghdad, Iraq
Aalaa Yaseen Hassan - Al-Nisour University College, Baghdad, Iraq
Osama Suleiman - English Department, AlNoor University College, Nineveh, Iraq
Yusra Mohammed Ali - Department of Medical Laboratory Technics, Al-Zahrawi University College, Karbala, Iraq
Maabreh Ghaleb - Peoples Friendship University of Russia, Moscow, Russia
Kupriianova Mikhailovna - Peoples Friendship University of Russia, Moscow, Russia
Emaimo John - Peoples Friendship University of Russia, Moscow, Russia
Goncharova Georgievna - Peoples Friendship University of Russia, Moscow, Russia

Reading aloud is recommended as a simple technique to measure speaking ability (Hughes & Hughes, ۲۰۲۰; Madsen, ۱۹۸۳). 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 ۱۹۶ 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.

Rasch partial credit model, Reading aloud, speaking test, Validation