Literaturnachweis - Detailanzeige
Autor/inn/en | Baker, Joshua N.; Spooner, Fred; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Browder, Diane M. |
---|---|
Titel | A Measure of Emergent Literacy for Students with Severe Developmental Disabilities |
Quelle | In: Psychology in the Schools, 47 (2010) 5, S.501-513 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
DOI | 10.1002/pits.20486 |
Schlagwörter | Listening Comprehension; Developmental Disabilities; Factor Analysis; Emergent Literacy; Severe Disabilities; Nonverbal Tests; Models; Construct Validity; Item Analysis; Replication (Evaluation); Goodness of Fit; Measurement Techniques |
Abstract | This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K-fourth-grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six-factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one-factor model of emergent literacy was the best-fitting model. Implications and limitations are discussed. (Contains 4 tables and 1 figure.) (As Provided). |
Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |