Multidimensionality of children’s foundational skills: an IRT-based validation of the NEPSY factorial structure
Author:
Affiliation:
1. Center for Universal Education, Brookings Institution, Washington, DC, USA
2. Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
3. Curry School of Education, University of Virginia, Charlottesville, VA, USA
Funder
National Science Foundation
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/20590776.2024.2383178
Reference48 articles.
1. Alfonso, V. C., Flanagan, D. P., & Radwan, S. (2005). The impact of the cattell-horn-carroll theory on test development and interpretation of cognitive and academic abilities. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed., pp. 185–202). Guilford Press.
2. Marginal maximum likelihood estimation of item parameters: Application of an EM algorithm
3. Longitudinal Associations Among Executive Function, Visuomotor Integration, and Achievement in a High-Risk Sample
4. An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior
5. NEPSY-II: A Developmental Neuropsychological Assessment, Second Edition
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