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Autor/inn/en | Emam, Mahmoud Mohamed; Almehrizi, Rashid; Omara, Ehab; Kazem, Ali Mahdi |
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Titel | Screening for Learning Disabilities in Oman: Confirmatory Factor Analysis of the Arabic Version of the Learning Disabilities Diagnostic Inventory |
Quelle | In: International Journal of Developmental Disabilities, 67 (2021) 6, S.435-445 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Emam, Mahmoud Mohamed) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2047-3869 |
DOI | 10.1080/20473869.2019.1683367 |
Schlagwörter | Screening Tests; Diagnostic Tests; Educational Diagnosis; Test Validity; Error of Measurement; Learning Disabilities; Students with Disabilities; Elementary School Students; Children; Semitic Languages; At Risk Students; Gender Differences; Foreign Countries; Oman Screening-Verfahren; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Testvalidität; Messfehler; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; Arabisch; Hebräisch; Geschlechterkonflikt; Ausland |
Abstract | Students at risk for learning disabilities (LD) are overidentified in elementary schools in Oman due to the absence of adequate instruments which teachers can use in validating their observations. Teachers need valid instruments so that their judgment of students' behaviours can help in making academic and non-academic decision. The Learning Disabilities Diagnostic Inventory (LDDI) is widely used to examine manifestations of LD as an intrinsic processing disorder. This study aimed to verify the six-factor structure with confirmatory factor analysis, and test its measurement invariance across child gender. Teachers completed the Arabic version of the LDDI for an Omani sample of 1564 children aged 7 to 11. Overall, the six-factor model showed an acceptable fit after performing some post-hoc modifications that were justified on a theoretical ground. Results indicated metric invariance across gender. Zero-order correlations, however, were highly significant, which reflected that the Arabic version of the LDDI showed poor discriminant validity compared to the original LDDI. The Arabic version of the LDDI, however, can be a handy tool to screen for the LD manifestations and help in responding to teachers' academic concerns about students in Key stages 1 and 2 in Oman. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |