Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China
BackgroundEarly identification of children at risk of learning disorders (LD) may mitigate the adverse effects of delayed intervention by guiding children to receive preventive services at an earlier age. However, there is no assessment tool for the early identification of children at risk of LD in...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-07-01
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| Series: | Frontiers in Neurology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fneur.2022.918163/full |
| _version_ | 1818532274603294720 |
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| author | Mengmeng Yao Mengmeng Yao Jing Wang Jing Wang Panting Liu Yanru Guo Yachun Xie Yachun Xie Lei Zhang Nan Su Yanwei Li Dongchuan Yu Qin Hong Xia Chi Xia Chi |
| author_facet | Mengmeng Yao Mengmeng Yao Jing Wang Jing Wang Panting Liu Yanru Guo Yachun Xie Yachun Xie Lei Zhang Nan Su Yanwei Li Dongchuan Yu Qin Hong Xia Chi Xia Chi |
| author_sort | Mengmeng Yao |
| collection | DOAJ |
| description | BackgroundEarly identification of children at risk of learning disorders (LD) may mitigate the adverse effects of delayed intervention by guiding children to receive preventive services at an earlier age. However, there is no assessment tool for the early identification of children at risk of LD in Mainland China. Therefore, this study aimed to create a Chinese version of the Preschool Learning Skills Scale and investigate its validity and reliability.MethodsFirstly, a pilot scale was designed based on literature review and expert review. Secondly, a pre-survey of the pilot scale was conducted. In phase 3, a formal survey was carried out to test the reliability and validity of the scale by involving 2,677 preschool children from 7 kindergartens. Data were collected using a checklist for demographic characteristics, the preschool learning skills scale, the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), and Conners' Rating Scales.ResultsThe final scale included 38 items under seven factors. The reliability and validity tests confirmed that the Cronbach's alpha, split-half reliability, and test–retest reliability coefficients of the scale were 0.946, 0.888, and 0.941, respectively. The Spearman correlations of factor-total score ranged from 0.685 to 0.876. The results of criterion-related validity showed a direct and significant association between the preschool learning skills scale with the BRIEF-P (r = 0.641, P < 0.001) and the cognitive problems factor of Conners' Rating Scales (r = 0.564, P < 0.001). The model had a good fit (χ2/df = 3.489, RMSEA = 0.047, RMR = 0.024, CFI = 0.912, TLI = 0.900, and IFI = 0.912). Multigroup confirmatory factor analysis supported the structural and measurement invariance on the preschool learning skills scale across gender and grade.ConclusionsThe developed preschool learning skills scale has good reliability and validity, indicating that the scale can be used to identify preschool children at risk of LD and can be recommended for use in clinical research and practice. |
| first_indexed | 2024-12-11T17:43:21Z |
| format | Article |
| id | doaj.art-fd2c24f25ef34cb4b212beb1156e80b9 |
| institution | Directory Open Access Journal |
| issn | 1664-2295 |
| language | English |
| last_indexed | 2024-12-11T17:43:21Z |
| publishDate | 2022-07-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Neurology |
| spelling | doaj.art-fd2c24f25ef34cb4b212beb1156e80b92022-12-22T00:56:28ZengFrontiers Media S.A.Frontiers in Neurology1664-22952022-07-011310.3389/fneur.2022.918163918163Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland ChinaMengmeng Yao0Mengmeng Yao1Jing Wang2Jing Wang3Panting Liu4Yanru Guo5Yachun Xie6Yachun Xie7Lei Zhang8Nan Su9Yanwei Li10Dongchuan Yu11Qin Hong12Xia Chi13Xia Chi14School of Public Health, Nanjing Medical University, Nanjing, ChinaNanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, ChinaNanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, ChinaSchool of Pediatrics, Nanjing Medical University, Nanjing, ChinaNanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, ChinaSchool of Pediatrics, Nanjing Medical University, Nanjing, ChinaNanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, ChinaSchool of Pediatrics, Nanjing Medical University, Nanjing, ChinaNanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, ChinaNanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, ChinaSchool of Early-Childhood Education, NanJing XiaoZhuang University, Nanjing, ChinaResearch Center of Learning Science, Southeast University, Nanjing, ChinaNanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, ChinaNanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, ChinaSchool of Pediatrics, Nanjing Medical University, Nanjing, ChinaBackgroundEarly identification of children at risk of learning disorders (LD) may mitigate the adverse effects of delayed intervention by guiding children to receive preventive services at an earlier age. However, there is no assessment tool for the early identification of children at risk of LD in Mainland China. Therefore, this study aimed to create a Chinese version of the Preschool Learning Skills Scale and investigate its validity and reliability.MethodsFirstly, a pilot scale was designed based on literature review and expert review. Secondly, a pre-survey of the pilot scale was conducted. In phase 3, a formal survey was carried out to test the reliability and validity of the scale by involving 2,677 preschool children from 7 kindergartens. Data were collected using a checklist for demographic characteristics, the preschool learning skills scale, the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), and Conners' Rating Scales.ResultsThe final scale included 38 items under seven factors. The reliability and validity tests confirmed that the Cronbach's alpha, split-half reliability, and test–retest reliability coefficients of the scale were 0.946, 0.888, and 0.941, respectively. The Spearman correlations of factor-total score ranged from 0.685 to 0.876. The results of criterion-related validity showed a direct and significant association between the preschool learning skills scale with the BRIEF-P (r = 0.641, P < 0.001) and the cognitive problems factor of Conners' Rating Scales (r = 0.564, P < 0.001). The model had a good fit (χ2/df = 3.489, RMSEA = 0.047, RMR = 0.024, CFI = 0.912, TLI = 0.900, and IFI = 0.912). Multigroup confirmatory factor analysis supported the structural and measurement invariance on the preschool learning skills scale across gender and grade.ConclusionsThe developed preschool learning skills scale has good reliability and validity, indicating that the scale can be used to identify preschool children at risk of LD and can be recommended for use in clinical research and practice.https://www.frontiersin.org/articles/10.3389/fneur.2022.918163/fulllearning disorderpreschoolersearly identificationscale developmentvalidity and reliability |
| spellingShingle | Mengmeng Yao Mengmeng Yao Jing Wang Jing Wang Panting Liu Yanru Guo Yachun Xie Yachun Xie Lei Zhang Nan Su Yanwei Li Dongchuan Yu Qin Hong Xia Chi Xia Chi Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China Frontiers in Neurology learning disorder preschoolers early identification scale development validity and reliability |
| title | Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China |
| title_full | Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China |
| title_fullStr | Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China |
| title_full_unstemmed | Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China |
| title_short | Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China |
| title_sort | development reliability and validity of the preschool learning skills scale a tool for early identification of preschoolers at risk of learning disorder in mainland china |
| topic | learning disorder preschoolers early identification scale development validity and reliability |
| url | https://www.frontiersin.org/articles/10.3389/fneur.2022.918163/full |
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