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The predictive validity of profile a...

Race, Kristen.

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The predictive validity of profile analysis: A longitudinal examination of factor index scores on a preschool cognitive assessment as predictors of academic achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The predictive validity of profile analysis: A longitudinal examination of factor index scores on a preschool cognitive assessment as predictors of academic achievement./
Author:	Race, Kristen.
Description:	86 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2488.
Contained By:	Dissertation Abstracts International66-07A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3181850
ISBN:	9780542221408

The predictive validity of profile analysis: A longitudinal examination of factor index scores on a preschool cognitive assessment as predictors of academic achievement.
Race, Kristen.

The predictive validity of profile analysis: A longitudinal examination of factor index scores on a preschool cognitive assessment as predictors of academic achievement. - 86 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2488.

Thesis (Ph.D.)--University of Denver, 2005.

Previous studies have examined the relationships between factor scores and academic achievement, but have used concurrent measures based on school-aged samples. The current study addressed a current gap in research by using longitudinal data to examine the predictive validity of factor scores for a cognitive assessment given to a preschool-aged sample (N = 102). The purpose of the study was to examine individual factor scores from the preschool level Differential Abilities Scales to determine whether each of these scores substantially improves prediction of academic achievement in 3rd grade, above and beyond the contribution made by the global ability score. In addition, clinically significant differences between scores, as well as the size of the difference between scores were examined to determine whether discrepancies between factor scores were related to the prediction of academic achievement measured several years later. Results suggest that for all academic areas, with the exception of auditory comprehension, the separate factor scores and information about ability discrepancies did not significantly improve prediction beyond knowing the global ability score. Findings suggest that when predicting academic achievement, there is little value in interpreting cognitive scores beyond the global ability estimate. Possible study limitations include a study sample that was relatively homogeneous and high score on the DAS.

ISBN: 9780542221408Subjects--Topical Terms:

1017530
Education, Early Childhood.

The predictive validity of profile analysis: A longitudinal examination of factor index scores on a preschool cognitive assessment as predictors of academic achievement.
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100 1 $a Race, Kristen. $3 1916318
245 1 4 $a The predictive validity of profile analysis: A longitudinal examination of factor index scores on a preschool cognitive assessment as predictors of academic achievement.
300 $a 86 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2488.
500 $a Advisers: Kathy E. Green; Karen S. Riley.
502 $a Thesis (Ph.D.)--University of Denver, 2005.
520 $a Previous studies have examined the relationships between factor scores and academic achievement, but have used concurrent measures based on school-aged samples. The current study addressed a current gap in research by using longitudinal data to examine the predictive validity of factor scores for a cognitive assessment given to a preschool-aged sample (N = 102). The purpose of the study was to examine individual factor scores from the preschool level Differential Abilities Scales to determine whether each of these scores substantially improves prediction of academic achievement in 3rd grade, above and beyond the contribution made by the global ability score. In addition, clinically significant differences between scores, as well as the size of the difference between scores were examined to determine whether discrepancies between factor scores were related to the prediction of academic achievement measured several years later. Results suggest that for all academic areas, with the exception of auditory comprehension, the separate factor scores and information about ability discrepancies did not significantly improve prediction beyond knowing the global ability score. Findings suggest that when predicting academic achievement, there is little value in interpreting cognitive scores beyond the global ability estimate. Possible study limitations include a study sample that was relatively homogeneous and high score on the DAS.
590 $a School code: 0061.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
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710 2 0 $a University of Denver. $3 1017461
773 0 $t Dissertation Abstracts International $g 66-07A.
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790 1 0 $a Riley, Karen S., $e advisor
790 $a 0061
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792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3181850