Factor structure of early numeracy: evaluation of a measurement model in greek-speaking children with intellectual disabilities.
Exploring the individual differences of the longitudinal growth of early numeracy (EN) in young children with Intellectual disabilities (IDs) prerequires the critical stage of exploring and validating the potential factor structure. Despite the fact that Relational Skills (RS), Counting Skills (CS)...
| Publicado en: | International Journal of Developmental Disabilities Vol. 69; no. 4; pp. 505 - 515 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164367366&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164367366 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Jul2023 vid: 69 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 164367366 151338589 164367366 164367366 10.1080/20473869.2021.1950496 164367366 ppf: 505 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Factor structure of early numeracy: evaluation of a measurement model in greek-speaking children with intellectual disabilities. aug: au: Charitaki, Garyfalia Soulis, Spyridon–Georgios Alevriadou, Anastasia affil: University of Ioannina, Ioannina, Greece sug: subj: Intellectual Disability In Infancy and Childhood Children with Disabilities Greece Mathematics Child Development Human Factor Analysis Interpersonal Relations Schools, Special Students with Disabilities Child, Preschool Child Male Female Validation Studies Greece Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: Exploring the individual differences of the longitudinal growth of early numeracy (EN) in young children with Intellectual disabilities (IDs) prerequires the critical stage of exploring and validating the potential factor structure. Despite the fact that Relational Skills (RS), Counting Skills (CS) and Operations (O) are expected to constitute distinct domains of EN, there is not sufficient evidence to support either the above position or the position that they are different means of assessing a general-informal numeracy skill construct. This study was designed to shed light in the field through the evaluation of a measurement model describing the structure of RS, CS and O domains of EN and their interrelation. The sample included N = 155 children with IDs, enrolled in special school classes, mentally aged between 5;02 (y;m) and 6;10 (M = 5.11, SD = 0.974). Confirmatory Factor Analysis indicated a "good fit" of the two-factor model (RS, CS + O) of EN in ID (RMSEA=.029 < 0.08, CFI = 0.98 ≥ 0.90 and SRMR = 0.000 < 0.08). No measurement invariance across gender was reported for the proposed two-factor model of EN. The nested EN models validated full measurement invariance across gender. Finally, educational implications are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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