A test of graphicacy was developed, administered
to third- through fifth- grade schoolchildren, and
scored using the Rasch model with Gustafsson’s
conditional maximum likelihood estimation method.
After removing children with scores at or below
chance, the model fit well. It was found that of the
four types of displays used (tables, line charts, bar
charts, pie charts), the line chart was inferior to the
others, which were all equal. There was some interaction
between the kind of question asked and
the display technique. Third-grade children were
much poorer at reading graphs than fourth- or fifth- grade
children, but the differences between these
latter two groups were modest.