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 inJournal of the Korean Academy of Child and Adolescent Psychiatry Vol. 36; no. 3; pp. 174 - 181
Main Authors Kim, Sujin, Kim, Woo Young, Lee, Hyunju, Lee, Eun Kyung, Huh, Hannah, Youn, JungHae, Jung, Jaesuk, Suh, Cheon Seok, Kim, Bongseog, Yoo, Hanik
Format Journal Article
LanguageEnglish
Published 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.
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
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Issue 3
Keywords Sensitivity
Specificity
Reading disorder
Mathmatical disorder
Computerized test
Diagnosis
Learning disorder
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Snippet This study aimed to verify the diagnostic validity of the Comprehensive Learning Test (CLT) for children and adolescents with reading (RD) or mathematical...
Objectives: This study aimed to verify the diagnostic validity of the Comprehensive Learning Test (CLT) for children and adolescents with reading (RD) or...
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Title Validity of the Comprehensive Learning Test for Diagnosis of Specific Reading or Mathematical Disorders
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