PubMed · 8401891
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M H Gough. Aptitude testing for specialization.. https://pubmed.ncbi.nlm.nih.gov/8401891/
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We present an analysis of data from a longitudinal intervention study with 7-year-old poor readers (Hatcher, Hulme, & Ellis, 1994). A battery of cognitive and phonological tasks administered before the intervention began revealed five separate factors: Phoneme Manipulation, Rhyme, Verbal Ability, Nonverbal Ability and Phonological Memory. We assessed the extent to which these factors were predictive of children's responsiveness to the teaching interventions they received. For reading accuracy, Verbal Ability, Nonverbal Ability, Phonological Memory, and Rhyme made no significant contribution to predicting responsiveness to teaching, while Phoneme Manipulation was a very strong predictor. However for reading comprehension, Verbal ability (but not nonverbal ability) made an additional unique contribution to predicting responsiveness to teaching. The results are discussed in the context of current theories of the role of intelligence and phonological skills in learning to read.
The prevalence of intellectual-, language-, and prereading-skill deficits was investigated in a geographically defined whole-population sample of very preterm children at 6 years of age in southern Germany. The sample consisted of the following: 264 very preterm children (75.6% of German-speaking survivors); 264 term controls (matched for sex, socioeconomic status [SES], marital status and age of mother); and a representative normative sample for Bavaria (N=311). Compared with term peers, very preterm children scored significantly lower (approximately -1SD) on the measures of cognitive and language skills and had major cognitive deficits (<-2 SD) 10 to 35 times more often than the controls. Deficits in speech articulation and prereading skills (<l0th centile) were three to five times more frequent in very preterm children. More than 18% of very preterm children had cognitive deficits in more than five areas of functioning, compared with no control children. The differences between very preterm children and controls remained highly significant when only very preterm children (N= 229) and controls (N= 261) without major neurosensory impairment were considered. Little evidence for specific cognitive deficits was found once mental processing measured in the Kaufman Assessment Battery for Children (K-ABC) was controlled for. The effect of preterm birth on cognitive abilities was found to be larger than the influence of SES. In conclusion, there was a high prevalence of long-term multiple cognitive problems in very preterm children. These persistent cognitive problems appear to be of pre- or neonatal (treatment) rather than postnatal social origin.
An alternative to dichotomous scoring of multiple items anchored to a common stem is scoring these items as a single polytomous item (testlet scoring). This study systematically compared the partial credit model (PCM), the generalized partial credit model (GPCM), and the graded response model (GRM) in the context of testlet scoring. Data sets included a sample from the fall 1994 administration of the SAT I (N = 2,548) and a simulated data set. Theta estimation, information, and model fit were analyzed. Correlations among theta estimates ranged from 0.9748 to 0.9921. The relationship among the information functions of the PCM, GPCM and the GRM reflected the discrimination parameter estimates for the latter two models. Suggestions are made with regard to model selection.