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| Autor/inn/en | Assel, Mike A.; Anthony, Jason L. |
|---|---|
| Titel | Factor Structure of the DIAL-3: A Test of the Theory-Driven Conceptualization versus an Empirically Driven Conceptualization in a Nationally Representative Sample |
| Quelle | In: Journal of Psychoeducational Assessment, 27 (2009) 2, S.113-124 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0734-2829 |
| DOI | 10.1177/0734282908324038 |
| Schlagwörter | Factor Structure; Screening Tests; Child Development; Factor Analysis; Test Validity; Young Children; Foreign Countries; Socioeconomic Status; Minority Group Children; District of Columbia; Panama; Puerto Rico; United States; Developmental Indicators for the Assessment Learning |
| Abstract | Using data from the standardization sample of the "Developmental Indicators for the Assessment of Learning--Third Edition" (DIAL-3), this study compared the usefulness of an empirically derived factor structure introduced by Anthony, Assel, and Williams with the author's theoretical conceptualization. Confirmatory factor analyses (CFAs) were conducted on three age groups of children (i.e., 831 3- and 4-year-olds, 729 5- and 6-year-olds, and 1,560 3- to 6-year-olds). Both models explained the younger group of children's performances reasonably well (e.g., Comparative Fit Indices [CFIs] = 0.93) and yielded equivalent standardized fits. The two models explained the older children's performances reasonably well (e.g., CFIs = 0.93), and their fits were also equivalent. Finally, the two models characterized performances of the standardization sample quite well (e.g., CFIs = 0.96), and their fits were also equivalent. Results are discussed in terms of how assessments are standardized and validated and how this is relevant for clinicians and consumers. (Contains 2 tables and 1 figure.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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