Examining the Dimensionality of EARLI Literacy Skill Scores Using Nonlinear Factor Analysis

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 (Oct...

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Bibliographic Details
Published inJournal of psychoeducational assessment Vol. 29; no. 5; pp. 395 - 406
Main Authors Hochstedt, Kirsten S., Lei, Pui-Wa, DiPerna, James C., Morgan, Paul L.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.10.2011
Subjects
Disadvantaged Youth
Emergent Literacy
Factor Analysis
Measures (Individuals)
Preschool Children
Scores
United States (Northeast)
preschool students
Head Start
emergent literacy
nonlinear factor analysis
dimensionality
factor structure
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Summary: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.
ISSN:0734-2829
1557-5144
DOI:10.1177/0734282910384930