Morphological awareness: Construct and predictive validity in Arabic

2017 ◽  
Vol 38 (5) ◽  
pp. 1019-1043 ◽  
Author(s):  
SANA TIBI ◽  
JOHN R. KIRBY
Keyword(s):  
Construct Validity ◽  
Predictive Validity ◽  
Word Reading ◽  
Morphological Awareness ◽  
Hierarchical Regression ◽  
Future Research ◽  
Research Assessment ◽  
Local Dialect ◽  
Pseudoword Reading ◽  
And Gender

ABSTRACTThe purposes of this study were to examine the dimensions underlying morphological awareness (MA) in Arabic (construct validity) and to determine how well MA predicted reading (predictive validity). Ten MA tasks varying in key dimensions (oral vs. written, single word vs. sentence contexts, and standard vs. local dialect) and two reading tasks (real word and pseudoword reading) were administered to 102 Arabic-speaking Grade 3 children in Abu-Dhabi. Factor analysis of the MA tasks yielded one predominant factor, supporting the construct validity of MA in Arabic. Closer inspection revealed that this factor had two subcomponents, oral and written. Hierarchical regression analyses, controlling for age and gender, indicated that both the one- and the two-factor solutions accounted for 48% of the variance in word reading, and 40% of the variance in pseudoword reading, supporting the predictive validity of MA. Implications for future research, assessment, and instruction are discussed.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

scholarly journals The Construct and Predictive Validity Testing of Indonesian Entrepreneurial Competence Inventory-Situational Judgment Test Model (Long Version)

2020 ◽  
Author(s):  
Benedicta Prihatin Dwi Riyanti ◽  
Angela Oktavia Suryani ◽  
Christine Winstinindah Sandroto ◽  
Silverius Y. Soeharso
Keyword(s):  
Construct Validity ◽  
Predictive Validity ◽  
Risk Behaviour ◽  
Scale Model ◽  
Future Research ◽  
Business Success ◽  
Test Model ◽  
Situational Judgment Test ◽  
Situational Judgment ◽  
The Impact

Abstract This research aimed to test the internal and external validity of the Indonesian Entrepreneurial Competence Inventory that was constructed based on situational judgment test (SJT) model. Spencer’s entrepreneurial competence theory and interviews with entrepreneurs were employed to build the items. The internal construct validity was tested by applying confirmatory factor analysis (CFA), while the external construct validity was tested by implementing correlations with other tests that were theoretically correlate with entrepreneurial competency, namely the previous entrepreneurial competence (Likert-scale model) and risk behaviour. The predictive validity was analysed by using correlation testing with an instrument assessing balance scorecard measurement of entrepreneurial achievement. A sample of 149 entrepreneurs from industrial cities in Indonesia was recruited via convenience sampling. The CFA analyses showed that nine dimensions of the Indonesian Entrepreneurial Competences Inventory were valid. In the correlation testing with risk taking behaviour and business success, all of the dimensions were significantly valid, except the see and act on opportunity dimension. However, in the correlation with the previous entrepreneurial competence scale, the significant correlation was found only with commitment to work. In further analysis, the correlation between dimensions of the current inventory and dimensions of the previous scale showed that the significant correlations were found between competence of seeing opportunity and commitment to work, assertiveness, and persuasion. The impact to the future research and practice application were discussed.

Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

2013 ◽  
Vol 36 (2) ◽  
pp. 299-321 ◽  
Author(s):  
ERIN SPARKS ◽  
S. HÉLÈNE DEACON
Keyword(s):  
Longitudinal Study ◽  
Temporal Relationship ◽  
Word Reading ◽  
Morphological Awareness ◽  
Regression Analyses ◽  
Pseudoword Reading ◽  
English Speaking ◽  
The Relationship ◽  
Nonverbal Reasoning ◽  
Longitudinal Examination

ABSTRACTAlthough a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills.

scholarly journals Measuring vincristine-induced peripheral neuropathy in children with cancer: validation of the Dutch pediatric–modified Total Neuropathy Score

2019 ◽  
Vol 28 (6) ◽  
pp. 2867-2873 ◽  
Author(s):  
S. M. Schouten ◽  
M. E. van de Velde ◽  
G. J. L. Kaspers ◽  
L. B. Mokkink ◽  
I. M. van der Sluis ◽  
...  
Keyword(s):  
Peripheral Neuropathy ◽  
Measurement Error ◽  
Construct Validity ◽  
Pediatric Oncology ◽  
Future Research ◽  
Healthy Controls ◽  
Validity And Reliability ◽  
Dutch Version ◽  
Smallest Detectable Change ◽  
And Gender

Abstract Purpose The aims were to evaluate the construct validity and reliability of the Dutch version of the pediatric-modified Total Neuropathy Score (ped-mTNS) for assessing vincristine-induced peripheral neuropathy (VIPN) in Dutch pediatric oncology patients aged 5–18 years. Methods Construct validity (primary aim) of the ped-mTNS was determined by testing hypotheses about expected correlation between scores of the ped-mTNS (range: 0–32) and the Common Terminology Criteria for Adverse Events (CTCAE) (range: 0–18) for patients and healthy controls and by comparing patients and controls regarding their total ped-mTNS scores and the proportion of children identified with VIPN. Inter-rater and intra-rater reliability and measurement error (secondary aims) were assessed in a subgroup of study participants. Results Among the 112 children (56 patients and 56 age- and gender-matched healthy controls) evaluated, correlation between CTCAE and ped-mTNS scores was as expected (moderate (r = 0.60)). Moreover, as expected, patients had significantly higher ped-mTNS scores and more frequent symptoms of VIPN compared with controls (both p < .001). Reliability as measured within the intra-rater group (n = 10) (intra-class correlation coefficient (ICCagreement) = 0.64, standard error of measurement (SEMagreement) = 2.92, and smallest detectable change (SDCagreement) = 8.1) and within the inter-rater subgroup (n = 10) (ICCagreement = 0.63, SEMagreement = 3.7, and SDCagreement = 10.26) indicates insufficient reliability. Conclusion The Dutch version of the ped-mTNS appears to have good construct validity for assessing VIPN in a Dutch pediatric oncology population, whereas reliability appears to be insufficient and measurement error high. To improve standardization of VIPN assessment in children, future research aimed at evaluating and further optimizing the psychometric characteristics of the ped-mTNS is needed.

The Assessment of Emotional Awareness in Children

2011 ◽  
Vol 27 (4) ◽  
pp. 265-273 ◽  
Author(s):  
Elke Veirman ◽  
Symen A. Brouwers ◽  
Johnny R. J. Fontaine
Keyword(s):  
Emotional Intelligence ◽  
Construct Validity ◽  
Age Differences ◽  
Emotional Awareness ◽  
Future Research ◽  
Alternative Design ◽  
Social And Emotional ◽  
And Gender ◽  
Emotional Impairment ◽  
Validity Research

The Levels of Emotional Awareness Scale (LEAS) is a widely used scenario-based instrument that has been developed for the measurement of emotional awareness in adults. Although the LEAS has been validated in numerous studies, published validity research on the recently developed child version (LEAS-C) is scarce. The objective of the present study was to evaluate the construct validity of the Dutch LEAS-C in a sample of 318 children, aged 10 to 17 years. Outcomes revealed novel structural evidence in favor of alternative design-driven modeling. Further, the pattern of relationships with ability- and trait-oriented emotional intelligence, intelligence, personality, social and emotional impairment, and gender was generally consistent with previous theorizing and adult studies on the LEAS. Reasons for absence of age differences are discussed. In conclusion, this study corroborates the construct validity of the LEAS-C and highlights the importance of fully exploring the LEAS-C in its potential. Directions for future research are proposed.

scholarly journals Days alive and at home after hip fracture: a cross-sectional validation of a patient-centred outcome measure using routinely collected data

2021 ◽  
pp. bmjqs-2021-013150
Author(s):  
Daniel I McIsaac ◽  
Robert Talarico ◽  
Angela Jerath ◽  
Duminda N Wijeysundera
Keyword(s):  
Hip Fracture ◽  
Construct Validity ◽  
Predictive Validity ◽  
Hospital Admissions ◽  
Median Number ◽  
Future Research ◽  
Patient Centered ◽  
Cross Sectional ◽  
Routinely Collected Health Data ◽  
At Home

BackgroundDays alive and at home (DAH) is a patient centered outcome measureable in routinely collected health data. The validity and minimally important difference (MID) in hip fracture have not been evaluated.ObjectiveWe assessed construct and predictive validity and estimated a MID for the patient-centred outcome of DAH after hip fracture admission.MethodsThis is a cross-sectional observational study using linked health administrative data in Ontario, Canada. DAH was calculated as the number of days alive within 90 days of admission minus the number of days hospitalised or institutionalised. All hospital admissions (2012–2018) for hip fracture in adults aged >50 years were included. Construct validity analyses used Bayesian quantile regression to estimate the associations of postulated patient, admission and process-related variables with DAH. The predictive validity assessed was the correlation of DAH in 90 days with the value from 91 to 365 days; and the association and discrimination of DAH in 90 days predicting subsequent mortality. MID was estimated by averaging distribution-based and clinical anchor-based estimates.ResultsWe identified 63 778 patients with hip fracture. The median number of DAH was 43 (range 0–87). In the 90 days after admission, 8050 (12.6%) people died; a further 6366 (10.0%) died from days 91 to 365. Associations between patient-level and admission-level factors with the median DAH (lower with greater age, frailty and comorbidity, lower if admitted to intensive care or having had a complication) supported construct validity. DAH in 90 days after admission was strongly correlated with DAH in 365 days after admission (r=0.922). An 11-day MID was estimated.ConclusionDAH has face, construct and predictive validity as a patient-centred outcome in patients with hip fracture, with an estimated MID of 11 days. Future research is required to include direct patient perspectives in confirming MID.

Morphological awareness and word-level reading in early and middle elementary school years

2019 ◽  
Vol 40 (4) ◽  
pp. 1051-1071
Author(s):  
Erin K. Robertson ◽  
S. Hélène Deacon
Keyword(s):  
Elementary School ◽  
Short Term Memory ◽  
Word Reading ◽  
Morphological Awareness ◽  
Control Measures ◽  
Past Tense ◽  
Real Word ◽  
Word Level ◽  
Pseudoword Reading ◽  
Novel Words

AbstractWe examined whether morphological awareness made a significant contribution to word-level reading across Grades 1 to 4. We test these relations specifically in a task measuring awareness of past-tense forms. A total of 375 children from Grades 1 to 4 completed tasks assessing past-tense morphological awareness along with real word and pseudoword reading. Children also completed control measures assessing phonological awareness, phonological short-term memory, sentence-level language skills, and nonverbal cognitive ability. After these controls, past-tense morphological awareness was a significant predictor of real word reading in Grades 1 and 2, but not in Grades 3 and 4. Further, following on all controls, past-tense morphological awareness was a consistent predictor of pseudoword reading across Grades 1 to 4. Morphological awareness, at least as measured with past-tense verbs, appears to have a role in word reading across the early to middle elementary school grades; for young readers, there are relations to reading of both known and novel words, and for older readers, relations are significant specifically in reading novel words. These findings are discussed within the context of theories of word reading development.

Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language

2021 ◽  
pp. 1-24
Author(s):  
Sihui (Echo) Ke ◽  
Keiko Koda
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Foreign Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Morphological Structure ◽  
Linguistic Knowledge ◽  
Chinese Word ◽  
Pseudoword Reading ◽  
English Speaking

Abstract This study examined the transfer facilitation effects from English morphological awareness on Chinese multicharacter word reading in English-speaking adult learners of Chinese as a foreign language (CFL). Fifty English-speaking American university CFL learners participated in our study who measured their English morphological awareness, Chinese morphological awareness, Chinese linguistic knowledge, Chinese word reading, and working memory. There were three major findings: (1) with approximately three years of formal Chinese instruction and limited Chinese print input, English-speaking adult learners of Chinese developed sensitivity to the internal morphological structure of multicharacter words in Chinese. (2) English morphological awareness did not directly contribute to Chinese bimorphemic three-character pseudoword reading yet contributed indirectly via the joint serial mediation by Chinese morphological awareness and Chinese monomorphemic two-character real word reading. (3) There was no additional influence from Chinese linguistic knowledge on Chinese word reading. And, English morphological awareness explained about 3.64% of the variance in second language Chinese bimorphemic three-character pseudoword reading. Discussion is provided regarding the transfer facilitation mechanism through which first language morphological awareness contributes to adult second language reading acquisition.

Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development

2004 ◽  
Vol 25 (2) ◽  
pp. 223-238 ◽  
Author(s):  
S. HÉLÈNE DEACON ◽  
JOHN R. KIRBY
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Word Reading ◽  
Reading Development ◽  
Morphological Awareness ◽  
Single Word ◽  
Pseudoword Reading ◽  
Two Factors ◽  
Single Word Reading

Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that of phonological awareness and remained 3 years after morphological awareness was assessed. In contrast, morphological awareness rarely contributed significantly to single word reading. We argue that these results provide evidence that morphological awareness has a wide-ranging role in reading development, one that extends beyond phonological awareness.

Self-Compassion and Quality of Life in Adults Who Stutter

2020 ◽  
Vol 29 (4) ◽  
pp. 2097-2108
Author(s):  
Robyn L. Croft ◽  
Courtney T. Byrd
Keyword(s):  
Quality Of Life ◽  
Social Connectedness ◽  
The Self ◽  
Future Research ◽  
Self Compassion ◽  
Adults Who Stutter ◽  
And Gender ◽  
Relationship Of ◽  
The Impact

Purpose The purpose of this study was to identify levels of self-compassion in adults who do and do not stutter and to determine whether self-compassion predicts the impact of stuttering on quality of life in adults who stutter. Method Participants included 140 adults who do and do not stutter matched for age and gender. All participants completed the Self-Compassion Scale. Adults who stutter also completed the Overall Assessment of the Speaker's Experience of Stuttering. Data were analyzed for self-compassion differences between and within adults who do and do not stutter and to predict self-compassion on quality of life in adults who stutter. Results Adults who do and do not stutter exhibited no significant differences in total self-compassion, regardless of participant gender. A simple linear regression of the total self-compassion score and total Overall Assessment of the Speaker's Experience of Stuttering score showed a significant, negative linear relationship of self-compassion predicting the impact of stuttering on quality of life. Conclusions Data suggest that higher levels of self-kindness, mindfulness, and social connectedness (i.e., self-compassion) are related to reduced negative reactions to stuttering, an increased participation in daily communication situations, and an improved overall quality of life. Future research should replicate current findings and identify moderators of the self-compassion–quality of life relationship.

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