Factor Structure of Early Numeracy: Evaluation of a Measurement Model in Greek-Speaking Children with Intellectual Disabilities

Autor/inn/en	Charitaki, Garyfalia; Soulis, Spyridon-Georgios; Alevriadou, Anastasia
Titel	Factor Structure of Early Numeracy: Evaluation of a Measurement Model in Greek-Speaking Children with Intellectual Disabilities
Quelle	In: International Journal of Developmental Disabilities, 69 (2023) 4, S.505-514 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Charitaki, Garyfalia) ORCID (Soulis, Spyridon-Georgios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2021.1950496
Schlagwörter	Foreign Countries; Numeracy; Young Children; Intellectual Disability; Skill Development; Mathematics Skills; Measurement Techniques; Factor Structure; Students with Disabilities; Special Education; Gender Differences; Test Validity; Greece; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Rechenkompetenz; Frühe Kindheit; Intellect; Disability; Disabilities; Verstand; Behinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Messtechnik; Faktorenstruktur; Student; Students; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Geschlechterkonflikt; Testvalidität; Griechenland
Abstract	Exploring the individual differences of the longitudinal growth of early numeracy (EN) in young children with Intellectual disabilities (IDs) prerequires the critical stage of exploring and validating the potential factor structure. Despite the fact that Relational Skills (RS), Counting Skills (CS) and Operations (O) are expected to constitute distinct domains of EN, there is not sufficient evidence to support either the above position or the position that they are different means of assessing a general-informal numeracy skill construct. This study was designed to shed light in the field through the evaluation of a measurement model describing the structure of RS, CS and O domains of EN and their interrelation. The sample included N = 155 children with IDs, enrolled in special school classes, mentally aged between 5;02 (y;m) and 6;10 (M = 5.11, SD = 0.974). Confirmatory Factor Analysis indicated a "good fit" of the two-factor model (RS, CS + O) of EN in ID (RMSEA=0.029 < 0.08, CFI = 0.98 [more than or equal to] 0.90 and SRMR = 0.000 < 0.08). No measurement invariance across gender was reported for the proposed two-factor model of EN. The nested EN models validated full measurement invariance across gender. Finally, educational implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01