Investigating Early Literacy and Numeracy: Exploring the Utility of the Bifactor Model

Autor/inn/en	Betts, Joseph; Pickart, Mary; Heistad, Dave
Titel	Investigating Early Literacy and Numeracy: Exploring the Utility of the Bifactor Model
Quelle	In: School Psychology Quarterly, 26 (2011) 2, S.97-107 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0022987
Schlagwörter	Evidence; Models; Numeracy; Predictive Validity; Emergent Literacy; Factor Analysis; Factor Structure; Structural Equation Models; Predictor Variables; Mathematics Achievement; Reading Achievement; Minnesota + Suchen Sie Ihr Suchwort? Evidenz; Analogiemodell; Rechenkompetenz; Frühleseunterricht; Faktorenanalyse; Faktorenstruktur; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	Previous research has provided evidence for the utility of the Minneapolis Kindergarten Assessment (MKA), which is a measure of early literacy and numeracy skills. The present research was undertaken to replicate previous factorial results and evaluate the relative strength of an alternative parameterization of the measurement model, the bifactor model, which was posited to correct for anomalies found in the research literature. In addition, predictive validity evidence was ascertained to evaluate the extent to which two different factorial structures differed when making predictions about later reading and mathematics outcomes. Results suggested the bifactor model provided a useful measurement model conceptualization and also provided a strong predictive model for later reading and mathematics. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10