Validity of the Comprehensive Learning Test for Diagnosis of Specific Reading or Mathematical Disorders
This study aimed to verify the diagnostic validity of the Comprehensive Learning Test (CLT) for children and adolescents with reading (RD) or mathematical disorders (MD). To evaluate the diagnostic validity of the CLT-Reading (CLT-R) and CLT-Math (CLT-M), a total of 284 participants (142 in RD and 1...
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Published in | Journal of the Korean Academy of Child and Adolescent Psychiatry Vol. 36; no. 3; pp. 174 - 181 |
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Main Authors | , , , , , , , , , |
Format | Journal Article |
Language | English |
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Korea (South)
Korean Academy of Child and Adolescent Psychiatry
01.07.2025
대한소아청소년 정신의학회 |
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Abstract | This study aimed to verify the diagnostic validity of the Comprehensive Learning Test (CLT) for children and adolescents with reading (RD) or mathematical disorders (MD).
To evaluate the diagnostic validity of the CLT-Reading (CLT-R) and CLT-Math (CLT-M), a total of 284 participants (142 in RD and 142 in the control group) and 184 participants (92 in MD and 92 in the control group) were recruited, respectively. The control groups were selected through one-to-one matching based on sex and grade. For the CLT-R, three criteria were established using accuracy and fluency measures (one impairment, one impairment or one borderline, and one impairment or two borderline scores). Two criteria were established for the CLT-M (one impairment, one impairment or one borderline score). The sensitivity, specificity, positive predictive value, and negative predictive value (NPV) were calculated for each criterion.
In the CLT-R, when no impairment or borderline score presented in accuracy, applying the fluency criterion of "one impairment or one borderline score" yielded the highest diagnostic validity for RD, with a sensitivity of 0.963 and an NPV of 0.991. In the CLT-M, when no impairment or borderline score in accuracy, was present applying the fluency criterion of "impairment or borderline" resulted in the highest diagnostic validity for MD, with a sensitivity of 0.814 and specificity of 0.966.
These findings support that the CLT-R and CLT-M are highly valid tools for diagnosing RD and MD. |
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AbstractList | This study aimed to verify the diagnostic validity of the Comprehensive Learning Test (CLT) for children and adolescents with reading (RD) or mathematical disorders (MD).
To evaluate the diagnostic validity of the CLT-Reading (CLT-R) and CLT-Math (CLT-M), a total of 284 participants (142 in RD and 142 in the control group) and 184 participants (92 in MD and 92 in the control group) were recruited, respectively. The control groups were selected through one-to-one matching based on sex and grade. For the CLT-R, three criteria were established using accuracy and fluency measures (one impairment, one impairment or one borderline, and one impairment or two borderline scores). Two criteria were established for the CLT-M (one impairment, one impairment or one borderline score). The sensitivity, specificity, positive predictive value, and negative predictive value (NPV) were calculated for each criterion.
In the CLT-R, when no impairment or borderline score presented in accuracy, applying the fluency criterion of "one impairment or one borderline score" yielded the highest diagnostic validity for RD, with a sensitivity of 0.963 and an NPV of 0.991. In the CLT-M, when no impairment or borderline score in accuracy, was present applying the fluency criterion of "impairment or borderline" resulted in the highest diagnostic validity for MD, with a sensitivity of 0.814 and specificity of 0.966.
These findings support that the CLT-R and CLT-M are highly valid tools for diagnosing RD and MD. Objectives: This study aimed to verify the diagnostic validity of the Comprehensive Learning Test (CLT) for children and adolescents with reading (RD) or mathematical disorders (MD). Methods: To evaluate the diagnostic validity of the CLT-Reading (CLT-R) and CLT-Math (CLT-M), a total of 284 participants (142 in RD and 142 in the control group) and 184 participants (92 in MD and 92 in the control group) were recruited, respectively. The control groups were selected through one-to-one matching based on sex and grade. For the CLT-R, three criteria were established using accuracy and fluency measures (one impairment, one impairment or one borderline, and one impairment or two borderline scores). Two criteria were established for the CLT-M (one impairment, one impairment or one borderline score). The sensitivity, specificity, positive predictive value, and negative predictive value (NPV) were calculated for each criterion. Results: In the CLT-R, when no impairment or borderline score presented in accuracy, applying the fluency criterion of “one impairment or one borderline score” yielded the highest diagnostic validity for RD, with a sensitivity of 0.963 and an NPV of 0.991. In the CLT-M, when no impairment or borderline score in accuracy, was present applying the fluency criterion of “impairment or borderline” resulted in the highest diagnostic validity for MD, with a sensitivity of 0.814 and specificity of 0.966. Conclusion: These findings support that the CLT-R and CLT-M are highly valid tools for diagnosing RD and MD. KCI Citation Count: 0 This study aimed to verify the diagnostic validity of the Comprehensive Learning Test (CLT) for children and adolescents with reading (RD) or mathematical disorders (MD).ObjectivesThis study aimed to verify the diagnostic validity of the Comprehensive Learning Test (CLT) for children and adolescents with reading (RD) or mathematical disorders (MD).To evaluate the diagnostic validity of the CLT-Reading (CLT-R) and CLT-Math (CLT-M), a total of 284 participants (142 in RD and 142 in the control group) and 184 participants (92 in MD and 92 in the control group) were recruited, respectively. The control groups were selected through one-to-one matching based on sex and grade. For the CLT-R, three criteria were established using accuracy and fluency measures (one impairment, one impairment or one borderline, and one impairment or two borderline scores). Two criteria were established for the CLT-M (one impairment, one impairment or one borderline score). The sensitivity, specificity, positive predictive value, and negative predictive value (NPV) were calculated for each criterion.MethodsTo evaluate the diagnostic validity of the CLT-Reading (CLT-R) and CLT-Math (CLT-M), a total of 284 participants (142 in RD and 142 in the control group) and 184 participants (92 in MD and 92 in the control group) were recruited, respectively. The control groups were selected through one-to-one matching based on sex and grade. For the CLT-R, three criteria were established using accuracy and fluency measures (one impairment, one impairment or one borderline, and one impairment or two borderline scores). Two criteria were established for the CLT-M (one impairment, one impairment or one borderline score). The sensitivity, specificity, positive predictive value, and negative predictive value (NPV) were calculated for each criterion.In the CLT-R, when no impairment or borderline score presented in accuracy, applying the fluency criterion of "one impairment or one borderline score" yielded the highest diagnostic validity for RD, with a sensitivity of 0.963 and an NPV of 0.991. In the CLT-M, when no impairment or borderline score in accuracy, was present applying the fluency criterion of "impairment or borderline" resulted in the highest diagnostic validity for MD, with a sensitivity of 0.814 and specificity of 0.966.ResultsIn the CLT-R, when no impairment or borderline score presented in accuracy, applying the fluency criterion of "one impairment or one borderline score" yielded the highest diagnostic validity for RD, with a sensitivity of 0.963 and an NPV of 0.991. In the CLT-M, when no impairment or borderline score in accuracy, was present applying the fluency criterion of "impairment or borderline" resulted in the highest diagnostic validity for MD, with a sensitivity of 0.814 and specificity of 0.966.These findings support that the CLT-R and CLT-M are highly valid tools for diagnosing RD and MD.ConclusionThese findings support that the CLT-R and CLT-M are highly valid tools for diagnosing RD and MD. |
Author | Suh, Cheon Seok Kim, Sujin Yoo, Hanik Lee, Hyunju Lee, Eun Kyung Youn, JungHae Kim, Bongseog Kim, Woo Young Jung, Jaesuk Huh, Hannah |
AuthorAffiliation | 1 Department of Clinical Counseling Psychology, Cha University, Seongnam, Korea 4 Department of Psychiatry, Sanggye Paik Hospital, School of Medicine, Inje University, Seoul, Korea 3 Seoul Our Child Academy, Seoul, Korea 2 Seoul Brain Research Institute, Seoul, Korea |
AuthorAffiliation_xml | – name: 2 Seoul Brain Research Institute, Seoul, Korea – name: 4 Department of Psychiatry, Sanggye Paik Hospital, School of Medicine, Inje University, Seoul, Korea – name: 3 Seoul Our Child Academy, Seoul, Korea – name: 1 Department of Clinical Counseling Psychology, Cha University, Seongnam, Korea |
Author_xml | – sequence: 1 givenname: Sujin orcidid: 0000-0003-1345-6667 surname: Kim fullname: Kim, Sujin organization: Department of Clinical Counseling Psychology, Cha University, Seongnam, Korea – sequence: 2 givenname: Woo Young orcidid: 0009-0005-6479-2806 surname: Kim fullname: Kim, Woo Young organization: Seoul Brain Research Institute, Seoul, Korea – sequence: 3 givenname: Hyunju orcidid: 0000-0002-6283-4225 surname: Lee fullname: Lee, Hyunju organization: Seoul Brain Research Institute, Seoul, Korea – sequence: 4 givenname: Eun Kyung orcidid: 0009-0006-8167-9562 surname: Lee fullname: Lee, Eun Kyung organization: Seoul Brain Research Institute, Seoul, Korea – sequence: 5 givenname: Hannah orcidid: 0000-0002-5540-1042 surname: Huh fullname: Huh, Hannah organization: Seoul Brain Research Institute, Seoul, Korea – sequence: 6 givenname: JungHae orcidid: 0000-0003-2327-7152 surname: Youn fullname: Youn, JungHae organization: Department of Clinical Counseling Psychology, Cha University, Seongnam, Korea – sequence: 7 givenname: Jaesuk orcidid: 0000-0002-2110-3979 surname: Jung fullname: Jung, Jaesuk organization: Seoul Our Child Academy, Seoul, Korea – sequence: 8 givenname: Cheon Seok orcidid: 0009-0000-4729-6070 surname: Suh fullname: Suh, Cheon Seok organization: Seoul Our Child Academy, Seoul, Korea – sequence: 9 givenname: Bongseog orcidid: 0000-0002-2534-6986 surname: Kim fullname: Kim, Bongseog organization: Department of Psychiatry, Sanggye Paik Hospital, School of Medicine, Inje University, Seoul, Korea – sequence: 10 givenname: Hanik orcidid: 0000-0001-7118-604X surname: Yoo fullname: Yoo, Hanik organization: Seoul Brain Research Institute, Seoul, Korea, Seoul Our Child Academy, Seoul, Korea |
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Cites_doi | 10.1002/9780470479216.corpsy1038 10.1093/arclin/acu059 10.1176/appi.books.9780890425596 10.4306/jknpa.2018.57.4.332 10.1080/03054985.2020.1765756 10.1186/s43163-020-00020-6 10.31234/osf.io/2r5ct 10.2307/749095 10.21075/kacsn.2016.18.3.55 10.1371/journal.pone.0103537 10.13189/ujer.2020.081501 10.1177/073724770603100207 10.3402/meo.v14i.4512 10.47635/KJLD.2024.21.3.97 10.3349/ymj.2004.45.1.81 10.1146/annurev-psych-120710-100431 10.1007/s11881-009-0031-z 10.1037/0022-0663.100.1.150 10.1080/87565640801982403 10.5765/jkacap.2016.27.2.109 10.5772/intechopen.90214 10.5765/jkacap.2017.28.3.174 10.3238/arztebl.2010.0718 10.29221/jce.2015.18.1.135 10.1038/4551057a |
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Keywords | Sensitivity Specificity Reading disorder Mathmatical disorder Computerized test Diagnosis Learning disorder |
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Title | Validity of the Comprehensive Learning Test for Diagnosis of Specific Reading or Mathematical Disorders |
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