Identifying Dyslexia with Confirmatory Latent Profile Analysis

Autor/inn/en	Niileksela, Christopher R.; Templin, Jonathan
Titel	Identifying Dyslexia with Confirmatory Latent Profile Analysis
Quelle	In: Psychology in the Schools, 56 (2019) 3, S.335-359 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Niileksela, Christopher R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22183
Schlagwörter	Identification; Dyslexia; Achievement Tests; Profiles; Clinical Diagnosis; Elementary School Students; Middle School Students; Learning Disabilities; Measurement Techniques; Scores; Correlation; High School Students; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Charakterisierung; Profilanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning handicap; Lernbehinderung; Messtechnik; Korrelation; High school; High schools; Oberschule; Studentin; Schulleistung
Abstract	Confirmatory latent profile analysis (CLPA) was used with the normative sample from the "Kaufman Test of Educational Achievement," 3rd ed. (KTEA-3) to determine whether it was possible to identify a latent class of individuals whose scores were consistent with the academic strengths and weaknesses related to dyslexia. The CLPA identified a class of individuals consistent with dyslexia across four-grade level groups (first-second, third-fifth, sixth-eighth, and ninth-twelfth). The results of the CLPA were applied to the KTEA-3 clinical samples of those with known clinical diagnoses. Individuals with Specific Learning Disorder in Reading and/or Written Expression had a higher probability of being in the dyslexia latent class. The use of CLPA as a tool for learning disability diagnosis appears plausible, though much more research is needed. The strengths, limitations, and future directions for the use of CLPA in diagnosis are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01