Latent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validity

Detalhes bibliográficos
Autor(a) principal: Moreira, Hugo Cogo
Data de Publicação: 2013
Outros Autores: Carvalho, Carolina Alves Ferreira, Kida, Adriana de Souza Batista, Avila, Clara Brandão de, Salum Junior, Giovanni Abrahão, Moriyama, Taís Silveira, Gadelha, Ary, Rohde, Luis Augusto Paim, Moura, Luciana Monteiro, Jackowski, Andrea Parolin, Mari, Jair de Jesus
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UFRGS
Texto Completo: http://hdl.handle.net/10183/182427
Resumo: To explore and validate the best returned latent class solution for reading and writing subtests from the Academic Performance Test (TDE). Sample: A total of 1,945 children (6–14 years of age), who answered the TDE, the Development and Well-Being Assessment (DAWBA), and had an estimated intelligence quotient (IQ) higher than 70, came from public schools in São Paulo (35 schools) and Porto Alegre (22 schools) that participated in the ‘High Risk Cohort Study for Childhood Psychiatric Disorders’ project. They were on average 9.52 years old (standard deviation = 1.856), from the 1st to 9th grades, and 53.3% male. The mean estimated IQ was 102.70 (standard deviation = 16.44). Methods: Via Item Response Theory (IRT), the highest discriminating items (‘a’.1.7) were selected from the TDE subtests of reading and writing. A latent class analysis was run based on these subtests. The statistically and empirically best latent class solutions were validated through concurrent (IQ and combined attention deficit hyperactivity disorder [ADHD] diagnoses) and discriminant (major depression diagnoses) measures. Results: A three-class solution was found to be the best model solution, revealing classes of children with good, not-so-good, or poor performance on TDE reading and writing tasks. The three-class solution has been shown to be correlated with estimated IQ and to ADHD diagnosis. No association was observed between the latent class and major depression. Conclusion: The three-class solution showed both concurrent and discriminant validity. This work provides initial evidence of validity for an empirically derived categorical classification of reading, decoding, and writing performance using the TDE. A valid classification encourages further research investing correlates of reading and writing performance using the TDE.
id UFRGS-2_01be7ffd72fbf13b8518ad7a45eeefcb
oai_identifier_str oai:www.lume.ufrgs.br:10183/182427
network_acronym_str UFRGS-2
network_name_str Repositório Institucional da UFRGS
repository_id_str
spelling Moreira, Hugo CogoCarvalho, Carolina Alves FerreiraKida, Adriana de Souza BatistaAvila, Clara Brandão deSalum Junior, Giovanni AbrahãoMoriyama, Taís SilveiraGadelha, AryRohde, Luis Augusto PaimMoura, Luciana MonteiroJackowski, Andrea ParolinMari, Jair de Jesus2018-09-22T03:01:35Z20131178-2021http://hdl.handle.net/10183/182427001074816To explore and validate the best returned latent class solution for reading and writing subtests from the Academic Performance Test (TDE). Sample: A total of 1,945 children (6–14 years of age), who answered the TDE, the Development and Well-Being Assessment (DAWBA), and had an estimated intelligence quotient (IQ) higher than 70, came from public schools in São Paulo (35 schools) and Porto Alegre (22 schools) that participated in the ‘High Risk Cohort Study for Childhood Psychiatric Disorders’ project. They were on average 9.52 years old (standard deviation = 1.856), from the 1st to 9th grades, and 53.3% male. The mean estimated IQ was 102.70 (standard deviation = 16.44). Methods: Via Item Response Theory (IRT), the highest discriminating items (‘a’.1.7) were selected from the TDE subtests of reading and writing. A latent class analysis was run based on these subtests. The statistically and empirically best latent class solutions were validated through concurrent (IQ and combined attention deficit hyperactivity disorder [ADHD] diagnoses) and discriminant (major depression diagnoses) measures. Results: A three-class solution was found to be the best model solution, revealing classes of children with good, not-so-good, or poor performance on TDE reading and writing tasks. The three-class solution has been shown to be correlated with estimated IQ and to ADHD diagnosis. No association was observed between the latent class and major depression. Conclusion: The three-class solution showed both concurrent and discriminant validity. This work provides initial evidence of validity for an empirically derived categorical classification of reading, decoding, and writing performance using the TDE. A valid classification encourages further research investing correlates of reading and writing performance using the TDE.application/pdfengNeuropsychiatric disease and treatment. Auckland. Vol. 9 (Aug. 2013), p. 1175-1185Reprodutibilidade dos testesDeficiências da aprendizagemLeituraCriançaInquéritos e questionáriosBrasilAcademic Performance TestTDEDecodingWritingValidityLatent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validityEstrangeiroinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSORIGINAL001074816.pdfTexto completo (inglês)application/pdf257602http://www.lume.ufrgs.br/bitstream/10183/182427/1/001074816.pdf6427f1baf0f60a67c2ad73a33074aa44MD51TEXT001074816.pdf.txt001074816.pdf.txtExtracted Texttext/plain54641http://www.lume.ufrgs.br/bitstream/10183/182427/2/001074816.pdf.txte242502d26bdbc01dc1fc6c300568db3MD52THUMBNAIL001074816.pdf.jpg001074816.pdf.jpgGenerated Thumbnailimage/jpeg2106http://www.lume.ufrgs.br/bitstream/10183/182427/3/001074816.pdf.jpg254290db663f513a22e2e09c3b344d5aMD5310183/1824272023-10-01 03:38:14.923876oai:www.lume.ufrgs.br:10183/182427Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2023-10-01T06:38:14Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.pt_BR.fl_str_mv Latent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validity
title Latent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validity
spellingShingle Latent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validity
Moreira, Hugo Cogo
Reprodutibilidade dos testes
Deficiências da aprendizagem
Leitura
Criança
Inquéritos e questionários
Brasil
Academic Performance Test
TDE
Decoding
Writing
Validity
title_short Latent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validity
title_full Latent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validity
title_fullStr Latent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validity
title_full_unstemmed Latent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validity
title_sort Latent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validity
author Moreira, Hugo Cogo
author_facet Moreira, Hugo Cogo
Carvalho, Carolina Alves Ferreira
Kida, Adriana de Souza Batista
Avila, Clara Brandão de
Salum Junior, Giovanni Abrahão
Moriyama, Taís Silveira
Gadelha, Ary
Rohde, Luis Augusto Paim
Moura, Luciana Monteiro
Jackowski, Andrea Parolin
Mari, Jair de Jesus
author_role author
author2 Carvalho, Carolina Alves Ferreira
Kida, Adriana de Souza Batista
Avila, Clara Brandão de
Salum Junior, Giovanni Abrahão
Moriyama, Taís Silveira
Gadelha, Ary
Rohde, Luis Augusto Paim
Moura, Luciana Monteiro
Jackowski, Andrea Parolin
Mari, Jair de Jesus
author2_role author
author
author
author
author
author
author
author
author
author
dc.contributor.author.fl_str_mv Moreira, Hugo Cogo
Carvalho, Carolina Alves Ferreira
Kida, Adriana de Souza Batista
Avila, Clara Brandão de
Salum Junior, Giovanni Abrahão
Moriyama, Taís Silveira
Gadelha, Ary
Rohde, Luis Augusto Paim
Moura, Luciana Monteiro
Jackowski, Andrea Parolin
Mari, Jair de Jesus
dc.subject.por.fl_str_mv Reprodutibilidade dos testes
Deficiências da aprendizagem
Leitura
Criança
Inquéritos e questionários
Brasil
topic Reprodutibilidade dos testes
Deficiências da aprendizagem
Leitura
Criança
Inquéritos e questionários
Brasil
Academic Performance Test
TDE
Decoding
Writing
Validity
dc.subject.eng.fl_str_mv Academic Performance Test
TDE
Decoding
Writing
Validity
description To explore and validate the best returned latent class solution for reading and writing subtests from the Academic Performance Test (TDE). Sample: A total of 1,945 children (6–14 years of age), who answered the TDE, the Development and Well-Being Assessment (DAWBA), and had an estimated intelligence quotient (IQ) higher than 70, came from public schools in São Paulo (35 schools) and Porto Alegre (22 schools) that participated in the ‘High Risk Cohort Study for Childhood Psychiatric Disorders’ project. They were on average 9.52 years old (standard deviation = 1.856), from the 1st to 9th grades, and 53.3% male. The mean estimated IQ was 102.70 (standard deviation = 16.44). Methods: Via Item Response Theory (IRT), the highest discriminating items (‘a’.1.7) were selected from the TDE subtests of reading and writing. A latent class analysis was run based on these subtests. The statistically and empirically best latent class solutions were validated through concurrent (IQ and combined attention deficit hyperactivity disorder [ADHD] diagnoses) and discriminant (major depression diagnoses) measures. Results: A three-class solution was found to be the best model solution, revealing classes of children with good, not-so-good, or poor performance on TDE reading and writing tasks. The three-class solution has been shown to be correlated with estimated IQ and to ADHD diagnosis. No association was observed between the latent class and major depression. Conclusion: The three-class solution showed both concurrent and discriminant validity. This work provides initial evidence of validity for an empirically derived categorical classification of reading, decoding, and writing performance using the TDE. A valid classification encourages further research investing correlates of reading and writing performance using the TDE.
publishDate 2013
dc.date.issued.fl_str_mv 2013
dc.date.accessioned.fl_str_mv 2018-09-22T03:01:35Z
dc.type.driver.fl_str_mv Estrangeiro
info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10183/182427
dc.identifier.issn.pt_BR.fl_str_mv 1178-2021
dc.identifier.nrb.pt_BR.fl_str_mv 001074816
identifier_str_mv 1178-2021
001074816
url http://hdl.handle.net/10183/182427
dc.language.iso.fl_str_mv eng
language eng
dc.relation.ispartof.pt_BR.fl_str_mv Neuropsychiatric disease and treatment. Auckland. Vol. 9 (Aug. 2013), p. 1175-1185
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFRGS
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Repositório Institucional da UFRGS
collection Repositório Institucional da UFRGS
bitstream.url.fl_str_mv http://www.lume.ufrgs.br/bitstream/10183/182427/1/001074816.pdf
http://www.lume.ufrgs.br/bitstream/10183/182427/2/001074816.pdf.txt
http://www.lume.ufrgs.br/bitstream/10183/182427/3/001074816.pdf.jpg
bitstream.checksum.fl_str_mv 6427f1baf0f60a67c2ad73a33074aa44
e242502d26bdbc01dc1fc6c300568db3
254290db663f513a22e2e09c3b344d5a
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
repository.name.fl_str_mv Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv
_version_ 1815447669117550592