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 UNIFESP |
Texto Completo: | http://dx.doi.org/10.2147/NDT.S45785 http://repositorio.unifesp.br/handle/11600/35732 |
Resumo: | Aim: 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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Repositório Institucional da UNIFESP |
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Latent class analysis of reading, decoding, and writing performance using the Academic Performance Test: concurrent and discriminating validityAcademic Performance TestTDEdecodingwritingvalidityAim: 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.Universidade Federal de São Paulo, Dept Psychiat, São Paulo, BrazilUniversidade Federal de São Paulo, Dept Hearing & Speech Pathol, São Paulo, BrazilUniv Fed Rio Grande do Sul, Dept Psychiat, BR-90046900 Porto Alegre, RS, BrazilUniv São Paulo, Dept Psychiat, São Paulo, BrazilUniversidade Federal de São Paulo, Dept Psychiat, São Paulo, BrazilUniversidade Federal de São Paulo, Dept Hearing & Speech Pathol, São Paulo, BrazilWeb of ScienceDove Medical Press LtdUniversidade Federal de São Paulo (UNIFESP)Univ Fed Rio Grande do SulUniversidade de São Paulo (USP)Cogo-Moreira, Hugo [UNIFESP]Carvalho, Carolina Alves Ferreira [UNIFESP]Kida, Adriana de Souza Batista [UNIFESP]Brandao de Avila, Clara Regina [UNIFESP]Salum, Giovanni AbrahaoMoriyama, Tais Silveira [UNIFESP]Gadelha, Ary [UNIFESP]Rohde, Luis AugustoMoura, Luciana Monteiro de [UNIFESP]Jackowski, Andrea Parolin [UNIFESP]Mari, Jair de Jesus [UNIFESP]2016-01-24T14:30:56Z2016-01-24T14:30:56Z2013-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion1175-1185http://dx.doi.org/10.2147/NDT.S45785Neuropsychiatric Disease and Treatment. Albany: Dove Medical Press Ltd, v. 9, p. 1175-1185, 2013.10.2147/NDT.S457851176-6328http://repositorio.unifesp.br/handle/11600/35732WOS:000323031200001engNeuropsychiatric Disease and Treatmentinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESP2016-01-24T12:30:56Zoai:repositorio.unifesp.br/:11600/35732Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestbiblioteca.csp@unifesp.bropendoar:34652016-01-24T12:30:56Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.none.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 Cogo-Moreira, Hugo [UNIFESP] 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 |
Cogo-Moreira, Hugo [UNIFESP] |
author_facet |
Cogo-Moreira, Hugo [UNIFESP] Carvalho, Carolina Alves Ferreira [UNIFESP] Kida, Adriana de Souza Batista [UNIFESP] Brandao de Avila, Clara Regina [UNIFESP] Salum, Giovanni Abrahao Moriyama, Tais Silveira [UNIFESP] Gadelha, Ary [UNIFESP] Rohde, Luis Augusto Moura, Luciana Monteiro de [UNIFESP] Jackowski, Andrea Parolin [UNIFESP] Mari, Jair de Jesus [UNIFESP] |
author_role |
author |
author2 |
Carvalho, Carolina Alves Ferreira [UNIFESP] Kida, Adriana de Souza Batista [UNIFESP] Brandao de Avila, Clara Regina [UNIFESP] Salum, Giovanni Abrahao Moriyama, Tais Silveira [UNIFESP] Gadelha, Ary [UNIFESP] Rohde, Luis Augusto Moura, Luciana Monteiro de [UNIFESP] Jackowski, Andrea Parolin [UNIFESP] Mari, Jair de Jesus [UNIFESP] |
author2_role |
author author author author author author author author author author |
dc.contributor.none.fl_str_mv |
Universidade Federal de São Paulo (UNIFESP) Univ Fed Rio Grande do Sul Universidade de São Paulo (USP) |
dc.contributor.author.fl_str_mv |
Cogo-Moreira, Hugo [UNIFESP] Carvalho, Carolina Alves Ferreira [UNIFESP] Kida, Adriana de Souza Batista [UNIFESP] Brandao de Avila, Clara Regina [UNIFESP] Salum, Giovanni Abrahao Moriyama, Tais Silveira [UNIFESP] Gadelha, Ary [UNIFESP] Rohde, Luis Augusto Moura, Luciana Monteiro de [UNIFESP] Jackowski, Andrea Parolin [UNIFESP] Mari, Jair de Jesus [UNIFESP] |
dc.subject.por.fl_str_mv |
Academic Performance Test TDE decoding writing validity |
topic |
Academic Performance Test TDE decoding writing validity |
description |
Aim: 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.none.fl_str_mv |
2013-01-01 2016-01-24T14:30:56Z 2016-01-24T14:30:56Z |
dc.type.driver.fl_str_mv |
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://dx.doi.org/10.2147/NDT.S45785 Neuropsychiatric Disease and Treatment. Albany: Dove Medical Press Ltd, v. 9, p. 1175-1185, 2013. 10.2147/NDT.S45785 1176-6328 http://repositorio.unifesp.br/handle/11600/35732 WOS:000323031200001 |
url |
http://dx.doi.org/10.2147/NDT.S45785 http://repositorio.unifesp.br/handle/11600/35732 |
identifier_str_mv |
Neuropsychiatric Disease and Treatment. Albany: Dove Medical Press Ltd, v. 9, p. 1175-1185, 2013. 10.2147/NDT.S45785 1176-6328 WOS:000323031200001 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Neuropsychiatric Disease and Treatment |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
1175-1185 |
dc.publisher.none.fl_str_mv |
Dove Medical Press Ltd |
publisher.none.fl_str_mv |
Dove Medical Press Ltd |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UNIFESP instname:Universidade Federal de São Paulo (UNIFESP) instacron:UNIFESP |
instname_str |
Universidade Federal de São Paulo (UNIFESP) |
instacron_str |
UNIFESP |
institution |
UNIFESP |
reponame_str |
Repositório Institucional da UNIFESP |
collection |
Repositório Institucional da UNIFESP |
repository.name.fl_str_mv |
Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP) |
repository.mail.fl_str_mv |
biblioteca.csp@unifesp.br |
_version_ |
1814268384115687424 |