Factor structure, measurement invariance, and construct validity of MELQO measure of child development and early learning in Laos.
Early learning interventions are widely implemented in developing countries yet instruments to reliably measure the effects of such programs on children's development and learning in specific contexts are needed. This study examines the measurement properties of a globally-informed instrument adapte...
| Publicado en: | International Journal of School & Educational Psychology Vol. 10; no. 2; pp. 181 - 208 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Apr-Jun2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=156835627&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 156835627 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 21683603 FKR7 jtl: International Journal of School & Educational Psychology issn: 21683603 maglogo: Y pubinfo: dt: Apr-Jun2022 vid: 10 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 156835627 10.1080/21683603.2020.1791770 ppf: 181 ppct: 27 formats: tig: atl: Factor structure, measurement invariance, and construct validity of MELQO measure of child development and early learning in Laos. aug: au: Gomez, John A. Brown, Joshua L. Spier, Elizabeth affil: Department of Psychology, Fordham University, Bronx, New York, USA American Institutes for Research, Washington, DC, USA su: Laos Child development Parenting education Confirmatory factor analysis Factor structure Readiness for school Test validity sug: subj: Child development Parenting education Confirmatory factor analysis Laos Factor structure Readiness for school Test validity keyword: development Early childhood learning measurement school readiness development Early childhood learning measurement school readiness ab: Early learning interventions are widely implemented in developing countries yet instruments to reliably measure the effects of such programs on children's development and learning in specific contexts are needed. This study examines the measurement properties of a globally-informed instrument adapted to measure school readiness in Laotian children from ethnolinguistic minorities. Data come from a subsample of children (n = 1469, mean age = 4.67 years) in two larger studies to promote children's school readiness in rural areas in Laos. This study (a) uses exploratory and confirmatory factor analysis to evaluate the factor structure of the measure, (b) tests measurement invariance across ethnolinguistic and age groups, and c) examines the construct validity using demographic variables known to predict school readiness. Results indicate eight factors compatible with subtasks in the Numeracy, Executive Function, and Vocabulary domains, but not with a Literacy domain, and it is useful for making inferences regarding school readiness from children across ethnolinguistic and age groups. Family SES, parents' education, child gender, and age were associated with several domains of children's school readiness. Results are discussed with respect to the importance of assessing children in their first language to help reduce the ethnolinguistic disparity in children's school readiness performance. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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