Exploratory Factor Analysis of Reading, Spelling, and Math Errors

Autor/inn/en	O'Brien, Rebecca; Pan, Xingyu; Courville, Troy; Bray, Melissa A.; Breaux, Kristina; Avitia, Maria; Choi, Dowon
Titel	Exploratory Factor Analysis of Reading, Spelling, and Math Errors
Quelle	In: Journal of Psychoeducational Assessment, 35 (2017) 1-2, S.7-23 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916669913
Schlagwörter	Factor Analysis; Spelling; Factor Structure; Mathematics Tests; Language Tests; Achievement Tests; Mathematical Concepts; Error Patterns; Statistical Analysis; Reading Tests; Classification; Elementary School Students; Secondary School Students; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Faktorenanalyse; Schreibweise; Faktorenstruktur; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fehlertyp; Statistische Analyse; Lesetest; Classification system; Klassifikation; Klassifikationssystem; Sekundarschüler; Schulleistung
Abstract	Norm-referenced error analysis is useful for understanding individual differences in students' academic skill development and for identifying areas of skill strength and weakness. The purpose of the present study was to identify underlying connections between error categories across five language and math subtests of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3) through exploratory factor analyses (EFAs). The EFA results were supportive of models with two or three factors for each of the five subtests. Significant inter-factor correlations within subtests were identified in all subtests, except between two factors within the Math Concepts and Application (MCA) subtest. There was also consistency in the covariance patterns of some error categories across subtests, particularly within the Nonsense Word Decoding (NWD) and Spelling (SP) subtests. This consistency was supportive of the proposed factor structures. The factor structures yielded by these analyses were used as the bases for the other articles in this special issue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01