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|a GWRE
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| 100 |
1 |
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|a Kim, Yoonok.
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| 245 |
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|a Using structural equation modeling to assess the construct validity of rapid naming :
|b validity evidence in rapid automatized naming /
|c by Yoonok Kim.
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| 264 |
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|a Albany, NY :
|b University at Albany, State University of New York,
|c 2005.
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| 264 |
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|a Ann Arbor, MI :
|b ProQuest, LLC,
|c 2006.
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| 300 |
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|a 1 online resource (xiii, 115 pages) :
|b illustrations.
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|b txt
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|2 rdamedia.
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|a online resource
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| 504 |
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|a Includes bibliographical references (pages 96-107)
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| 500 |
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|a "Dept. of Educational and Counseling Psychology"
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| 500 |
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|a "UMI Number: 3205405"--Title page verso.
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| 502 |
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|b Ph. D.
|c University at Albany, State University of New York
|d 2005.
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| 504 |
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|a Includes bibliographical references.
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| 520 |
3 |
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|a "The present study assessed the construct validity of an experimental instrument used in reading disability research: the Rapid Automatized Naming Test. The test entails rapid serial naming of letters, numbers, colors, or objects, and many studies have found that speed of naming these stimuli is reliably related to reading achievement. The nature of this relationship is not transparent, current theories tend to be controversial, and there appears to be little or no research that directly tested whether the RAN subtests are measuring the same psychological construct. The purpose of this study was to assess alternative models of the factor structure of the RAN test, as a first step in establishing the construct validity of this test. Structural Equation Modeling was used to assess the viability of three models suggested by the extant literature. The first model specified one global rapid naming factor, in accordance with the assumption that the RAN tasks measure the same latent construct. The second specified two rapid naming factors, one for Grade 1 and the other for Grade 3, based on the assumption that the RAN tasks measure a construct that is subject to developmental changes over time. The third specified two rapid naming factors at each grade, one for RAN Letter/Number combined and one for RAN Color/Object combined, based on the assumption that these respective pairs measure two different constructs that are subject to developmental changes over time. Results indicate that the third model was the most viable model and it was concluded that RAN is not a unitary construct as is commonly assumed. Implications for future research include using structural equation modeling procedures to evaluate the hypothesized sources of variance among the different RAN tasks coupled with experimental research designed to validate causal hypotheses generated by assessment of alternative structural models.."--Page 3-4.
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|a Description from online resource (viewed 30 July 2015)
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| 650 |
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|a Reading
|x Ability testing
|x Evaluation.
|0 http://id.loc.gov/authorities/subjects/sh2007004398.
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|x Ability testing
|x Evaluation.
|2 fast
|0 (OCoLC)fst01090630.
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|z Online Access
|u https://colorado.idm.oclc.org/login?url=https://dnpic80s1q2uu.cloudfront.net/ebook/3205405.pdf
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