Latent class analysis of reading, decoding, and writing performance using the academic performance test : concurrent and discriminating validity
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , , , , , , , , , |
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. |
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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 |
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openAccess |
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