Dataset Information

EACOL (Scale of Evaluation of Reading Competence by the Teacher): evidence of concurrent and discriminant validity.

ABSTRACT:

Aim

The study aimed to provide information about the concurrent and discriminant validation of the Scale of Evaluation of Reading Competence by the Teacher (EACOL), which is composed of 27 dichotomous items concerning reading aloud (17 items) and reading silently (10 items).

Samples

Three samples were used in this validation study. The first was composed of 335 students with an average age of 9.75 years (SD = 1.2) from Belo Horizonte (Minas Gerais State), Brazil, where the full spectrum of reading ability was assessed. The second two samples were from São Paulo city (São Paulo State), Brazil, where only children with reading difficulties were recruited. The first São Paulo sample was labeled "SP-screening" and had n = 617, with a mean age of 9.8 years (SD = 1.0), and the other sample was labeled "SP-trial" and had n = 235, with a mean age of 9.15 years (SD = 0.05).

Methods

Results were obtained from a latent class analysis LCA, in which two latent groups were obtained as solutions, and were correlated with direct reading measures. Also, students' scores on the Wechsler Intelligence Scale and on the Strengths and Difficulties Questionnaire tested the discriminant validation.

Results

Latent groups of readers underlying the EACOL predicted all direct reading measures, while the same latent groups showed no association with behavior and intelligence assessments, giving concurrent and discriminant validity to EACOL, respectively.

Conclusion

EACOL is a reliable screening tool which can be used by a wide range of professionals for assessing reading skills.

SUBMITTER: Cogo-Moreira H

PROVIDER: S-EPMC3471598 | biostudies-literature | 2012

REPOSITORIES: biostudies-literature

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Publications

EACOL (Scale of Evaluation of Reading Competence by the Teacher): evidence of concurrent and discriminant validity.

Cogo-Moreira Hugo H Ploubidis George B GB de Ávila Clara Regina Brandão CR de Jesus Mari Jair J Pinheiro Angela Maria Vieira AM

Neuropsychiatric disease and treatment 20121011

<h4>Aim</h4>The study aimed to provide information about the concurrent and discriminant validation of the Scale of Evaluation of Reading Competence by the Teacher (EACOL), which is composed of 27 dichotomous items concerning reading aloud (17 items) and reading silently (10 items).<h4>Samples</h4>Three samples were used in this validation study. The first was composed of 335 students with an average age of 9.75 years (SD = 1.2) from Belo Horizonte (Minas Gerais State), Brazil, where the full sp ...[more]

PMID: 23091388

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Project description:BackgroundNursing teachers, as a group with high emotional labor, report heightened levels of negative emotions and burnout. Focusing on the emotional labor of nursing teachers is essential for improving their emotional well-being and job satisfaction. However, there is a lack of assessment tools specifically tailored to the emotional labor of nursing teachers. Therefore, this study aimed to develop a scale for assessing nursing teachers' emotional labor and to examine its psychometric properties.MethodsThe Nursing Teacher Emotional Labor Scale was developed in three phases. First, the scale's dimensions and items were formulated based on concept analysis, qualitative research and a review of existing literature, followed by expert evaluation and a pretest. The second phase involved item analysis and exploratory factor analysis to evaluate the items and explore the scale's factor structure. The third phase included testing for reliability and validity. Reliability was determined by internal consistency and test-retest reliability. Content validity, criterion-related validity, convergent and discriminant validity were employed to evaluate the validity.ResultsThe final version of the scale comprised 20 items across four dimensions. The I-CVI for all items ranged from 0.857 to 1.000, and the S-CVI was 0.993. Convergent and discriminant validity results indicated that the average variance extracted for each dimension exceeded 0.5, the composite reliability values surpassed 0.7, and the square root of the average variance extracted values was greater than their respective correlation coefficients. The principal component analysis identified four factors accounting for 70.962% of the total variance. The fit indices from the confirmatory factor analysis met the criteria. The scale demonstrated good internal consistency, with a Cronbach's α coefficient of 0.907 and a test-retest reliability of 0.865.ConclusionThe Nursing Teacher Emotional Labor Scale has satisfactory reliability and validity. It serves as an effective tool for nursing teachers to evaluate their emotional labor levels within the context of nursing education. Additionally, it offers a valuable metric for nursing education administrators to develop interventions aimed at enhancing the emotional well-being of teachers.

Project description:Valid, reliable, and acceptable tools for assessing self-reported competence in evidence-informed decision-making (EIDM) are required to provide insight into the current status of EIDM knowledge, skills, attitudes/beliefs, and behaviours for registered nurses working in public health. The purpose of this study was to assess the validity, reliability, and acceptability of the EIDM Competence Measure. A psychometric study design was employed guided by the Standards for Educational and Psychological Testing and general measurement development principles. All registered nurses working across 16 public health units in Ontario, Canada were invited to complete the newly developed EIDM Competence Measure via an online survey. The EIDM Competence Measure is a self-reported tool consisting of four EIDM subscales: 1) knowledge; 2) skills; 3) attitudes/beliefs; and 4) behaviours. Acceptability was measured by completion time and percentage of missing data of the original 40-item tool. The internal structure of the tool was first assessed through item-subscale total and item-item correlations within subscales for potential item reduction of the original 40-item tool. Following item reduction which resulted in a revised 27-item EIDM Competence Measure, a principal component analysis using an oblique rotation was performed to confirm the four subscale structure. Validity based on relationships to other variables was assessed by exploring associations between EIDM competence attributes and individual factors (e.g., years of nursing experience, education) and organizational factors (e.g., resource allocation). Internal reliability within each subscale was analyzed using Cronbach's alphas. Across 16 participating public health units, 201 nurses (mean years as a registered nurse = 18.1, predominantly female n = 197; 98%) completed the EIDM Competence Measure. Overall missing data were minimal as 93% of participants completed the entire original 40-item tool (i.e., no missing data), with 7% of participants having one or more items with missing data. Only one participant (0.5%) had >10% of missing data (i.e., more than 4 out of 40 items with data missing). Mean completion time was 7 minutes and 20 seconds for the 40-item tool. Extraction of a four-factor model based on the 27-item version of the scale showed substantial factor loadings (>0.4) that aligned with the four EIDM subscales of knowledge, skills, attitudes/beliefs, and behaviours. Significant relationships between EIDM competence subscale scores and education, EIDM training, EIDM project involvement, and supportive organizational culture were observed. Cronbach's alphas exceeded minimum standards for all subscales: knowledge (α = 0.96); skills (α = 0.93); attitudes/beliefs (α = 0.80); and behaviours (α = 0.94).

Dataset Information

EACOL (Scale of Evaluation of Reading Competence by the Teacher): evidence of concurrent and discriminant validity.

Aim

Samples

Methods

Results

Conclusion

Publications

EACOL (Scale of Evaluation of Reading Competence by the Teacher): evidence of concurrent and discriminant validity.

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