Analysis of Children’s Errors in Comprehension and Expression

Abstract

Children's oral language skills typically begin to develop sooner than their written language skills; however, the four language systems (listening, speaking, reading, and writing) then develop concurrently as integrated strands that influence one another. This research explored relationships between students' errors in language comprehension of passages across oral and written modalities (listening and reading) and in language expression across oral and written modalities (speaking and writing). The data for this study were acquired during the standardization of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Correlational analyses from the total sample (n = 2,443-3,552) and within grade bands revealed low to moderate correlations (.26-.50). No evidence of convergent or divergent validity was found when comparing correlations of "same-name" error types (e.g., inferential errors across modalities) with correlations of "different-name" error types. These results support previous research findings and hypotheses that language by ear, eye, hand, and mouth are separable but interacting systems that differ in more ways than modality of input/output.

Do the Kinds of Achievement Errors Made by Students Diagnosed With ADHD Vary as a Function of Their Reading Ability?

“…A multi-step process was used to investigate the relationship between students with ADHD and reading problems and their corresponding KTEA-3 errors scores on tasks of academic achievement. The first analytic step in this process was the derivation of factor scores, which is described in detail elsewhere (Choi et al, 2017; Hatcher et al, 2017; O’Brien et al, 2017). Briefly, the KTEA-3 utilizes a unique error analysis methodology based on the specific subskills measured by a given subtest.…”

Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling?

“…To facilitate the use of these skill status error scores in further analyses, exploratory factor analysis (EFA) and principal components analysis (PCA) were used to create a reduced error score variable set. The derivation of factor scores for reading and spelling subtests was based on EFA (O’Brien et al, 2017), and the derivation of factor scores for tests of Reading Comprehension, Written Expression, and Phonological Processing was based on PCA (Choi et al, 2017; Hatcher et al, 2017).…”

How Achievement Error Patterns of Students With Mild Intellectual Disability Differ From Low IQ and Low Achievement Students Without Diagnoses

“…Exploratory factor analysis and principal components analysis conducted on the error scores of the KTEA-3 yielded several factors for many of the subtests. (For details of these analyses, see Choi et al, 2017; Hatcher et al, 2017; O’Brien et al, 2017). Table 2 illustrates the factors and their associated descriptions provided by several experts in the field.…”