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Direct linkO'Brien, Rebecca; Pan, Xingyu; Courville, Troy; Bray, Melissa A.; Breaux, Kristina; Avitia, Maria; Choi, Dowon – Journal of Psychoeducational Assessment, 2017
Norm-referenced error analysis is useful for understanding individual differences in students' academic skill development and for identifying areas of skill strength and weakness. The purpose of the present study was to identify underlying connections between error categories across five language and math subtests of the Kaufman Test of…
Descriptors: Factor Analysis, Spelling, Factor Structure, Mathematics Tests
Brandenburg, Janin; Klesczewski, Julia; Schuchardt, Kirsten; Fischbach, Anne; Büttner, Gerhard; Hasselhorn, Marcus – Journal of Educational Psychology, 2017
Although children with specific reading disorder (RD) have often been compared to typically achieving children on various phonological processing tasks, to our knowledge no study so far has examined whether the structure of phonological processing applies to both groups of children alike. According to Wagner and Torgesen (1987), phonological…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Phonological Awareness
Bofah, Emmanuel Adu-tutu; Hannula, Markku S. – Large-scale Assessments in Education, 2015
Relationships among motivational constructs from the 2011 Trends in International Mathematics and Science Study (TIMSS 2011) were investigated for eight-graders in all the five participating African countries, representing 38,806 (49 % girls). First, we investigated the psychometric properties (factor structure, reliabilities, method effect, and…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Mathematics Tests
