TY - JOUR
T1 - Examining the dimensionality of earli literacy skill scores using nonlinear factor analysis
AU - Hochstedt, Kirsten S.
AU - Lei, Pui Wa
AU - DiPerna, James C.
AU - Morgan, Paul L.
PY - 2011/10
Y1 - 2011/10
N2 - The purpose of this study was to examine response dimensionality for a new measure of young children's early literacy skills. The Early Arithmetic, Reading, and Learning Indicators (EARLI) include six brief measures of early literacy skills. These measures were administered at three time points (October, January, and April) to children enrolled in Head Start. Responses from each of the EARLI literacy measures were analyzed by nonlinear factor analysis and DIMTEST. Results suggest that the majority of the EARLI literacy skill scores are essentially unidimensional.
AB - The purpose of this study was to examine response dimensionality for a new measure of young children's early literacy skills. The Early Arithmetic, Reading, and Learning Indicators (EARLI) include six brief measures of early literacy skills. These measures were administered at three time points (October, January, and April) to children enrolled in Head Start. Responses from each of the EARLI literacy measures were analyzed by nonlinear factor analysis and DIMTEST. Results suggest that the majority of the EARLI literacy skill scores are essentially unidimensional.
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U2 - 10.1177/0734282910384930
DO - 10.1177/0734282910384930
M3 - Article
AN - SCOPUS:81255149672
SN - 0734-2829
VL - 29
SP - 395
EP - 406
JO - Journal of Psychoeducational Assessment
JF - Journal of Psychoeducational Assessment
IS - 5
ER -