Hugh W Catts, Marc E Fey, Xuyang Zhang, J Bruce Tomblin
Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-Based Model and Its Clinical Implementation
Language, speech, and hearing services in schools
studies analyzed factorial structure early number skills mainly used confirmatory factor analysis cfa yielded inconsistent results since early numeracy considered unidimensional multidimensional even underpinned general factor recently bifactor exploratory structural equation modeling bifactoresemwhich proposed way overcome shortcomings cfa exploratory structural equation modeling esemproved valuable account multidimensionality hierarchical nature several psychological constructs present study first investigate dimensionality early number skills measurement application bifactoresem framework using data 644 prekindergarten kindergarten children 4 6 years old several competing models contrasted onefactor cfa model independent cluster model icmcfa exploratory structural equation modeling esem bifactor counterpart bifactorcfa bifactoresem respectively results indicated acceptable fit indexes onefactor cfa icmcfa models excellent fit others among bifactoresem one general factor three specific factors counting relations arithmetic showed best model fit also best coherent factor loadings structure full measurement invariance across gender bifactoresem appears relevant help disentangle account general specific factors early numerical ability early numerical ability appears mainly underpinned general factor whose exact nature still determined study highlights specific latent dimensions substantive value also exist identifying specific facets important order increase quality early numerical ability measurement predictive validity practical implications