Intercorrelations of subtests and composites are reported as is an explanation

Intercorrelations of subtests and composites are

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is best interpreted as preliminary, not conclusive, evidence. Intercorrelations of subtests and composites are reported, as is an explanation of confirmatory factor analysis of the eight core subtests (Reading, Math, Written and Oral Language Composites). Correlations were obtained with other achievement measures. Analysis of these coefficients perhaps sheds more light on the measurement of achievement constructs than on validity of the KTEA-II. However, correlations between these subtests are very low, calling into question any measurement of oral expression and listening comprehension. Correlations with measures of cognitive ability were also reported, with the overall KTEA-II. Mean score differences for disability groups were reported, which the authors suggest is evidence that the KTEA-II can distinguish between nonclinical and clinical (identified disabled) children. 7. State the approximate administration time: It takes approzimately 30-85 minutes to administer the test. Page 2 of 4
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EDUC 621 8. Explain this instrument’s adaptation or uses for students with special needs (such as limited English proficiency or disabilities): Not found in MMY. 9. Describe the strengths of the instrument. If not specifically stated in the MMY, support your answer based on information given. The strength of the KTEA-II is that it is a well-designed, conceptually clear, and highly reliable measure of general achievement domains. Also the material and the manual are comprehensive and well organized. Another strength of this instrument is the balance between comprehension and decoding on the composite; as target testing is targeted to obtain global reading outcome measures, measures of selected skill areas, or both. Another strength is the measurement of reading comprehension. 10. State any weaknesses of the instrument. If not specifically stated in the MMY, support your answer based on information given. The weakness of this instrument is that problems inherent with these kinds of general measures of achievement are likely to persist, despite the increased psychometric sophistication, until further data are offered.
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