title: Latent class analysis of reading, decoding, and writing performance using the Academic Performance Test: concurrent and discriminating validity.
abstract: OBJECTIVE
  To explore and validate the best returned latent class solution for reading and writing subtests from the Academic Performance Test (TDE).
  
  
  METHODS
  A total of 1,945 children (6-14 years of age), who answered the TDE, the Development and Well-Being Assessment (DAWBA), and had an estimated intelligence quotient (IQ) higher than 70, came from public schools in São Paulo (35 schools) and Porto Alegre (22 schools) that participated in the 'High Risk Cohort Study for Childhood Psychiatric Disorders' project. They were on average 9.52 years old (standard deviation = 1.856), from the 1st to 9th grades, and 53.3% male. The mean estimated IQ was 102.70 (standard deviation = 16.44).
  
  
  METHODS
  Via Item Response Theory (IRT), the highest discriminating items ('a'>1.7) were selected from the TDE subtests of reading and writing. A latent class analysis was run based on these subtests. The statistically and empirically best latent class solutions were validated through concurrent (IQ and combined attention deficit hyperactivity disorder [ADHD] diagnoses) and discriminant (major depression diagnoses) measures.
  
  
  RESULTS
  A three-class solution was found to be the best model solution, revealing classes of children with good, not-so-good, or poor performance on TDE reading and writing tasks. The three-class solution has been shown to be correlated with estimated IQ and to ADHD diagnosis. No association was observed between the latent class and major depression.
  
  
  CONCLUSIONS
  The three-class solution showed both concurrent and discriminant validity. This work provides initial evidence of validity for an empirically derived categorical classification of reading, decoding, and writing performance using the TDE. A valid classification encourages further research investing correlates of reading and writing performance using the TDE.
authors: Department of Psychiatry, Federal University of São Paulo, São Paulo.
authors: Hugo
authors: H
authors: Cogo-Moreira
authors: Carolina Alves Ferreira
authors: CA
authors: Carvalho
authors: Adriana
authors: A
authors: de Souza Batista Kida
authors: Clara Regina Brandão
authors: CR
authors: de Avila
authors: Giovanni Abrahão
authors: GA
authors: Salum
authors: Tais Silveira
authors: TS
authors: Moriyama
authors: Ary
authors: A
authors: Gadelha
authors: Luis Augusto
authors: LA
authors: Rohde
authors: Luciana Monteiro
authors: LM
authors: de Moura
authors: Andrea Parolin
authors: AP
authors: Jackowski
authors: Jair
authors: J
authors: de Jesus Mari
keywords: Academic Performance Test; TDE; decoding; validity; writing
references: J Child Psychol Psychiatry. 2000 Jul;41(5):645-55
references: 10946756
references: J Consult Psychol. 1967 Oct;31(5):499-506
references: 6075979
references: J Am Acad Child Adolesc Psychiatry. 2007 Jan;46(1):25-32
references: 17195726
references: Am J Med Genet B Neuropsychiatr Genet. 2007 Sep 5;144B(6):709-14
references: 17440942
references: Biostatistics. 2007 Apr;8(2):474-84
references: 17085745
references: J Learn Disabil. 2000 May-Jun;33(3):223-38
references: 15505962
references: Psychol Rev. 1996 Jan;103(1):56-115
references: 8650300
references: J Learn Disabil. 2013 Jan-Feb;46(1):5-25
references: 23144062
references: No To Hattatsu. 2012 Jan;44(1):45-9
references: 22352030
references: J Abnorm Child Psychol. 1990 Feb;18(1):29-45
references: 2324400
references: J Am Acad Child Adolesc Psychiatry. 1992 May;31(3):439-48
references: 1592775
references: J Learn Disabil. 2006 Jan-Feb;39(1):3-10
references: 16512079
references: J Child Psychol Psychiatry. 2000 Nov;41(8):1039-48
references: 11099120
references: J Abnorm Child Psychol. 2010 Nov;38(8):1083-95
references: 20556504
references: Neuropsychiatr Dis Treat. 2012;8:443-54
references: 23091388
references: J Child Psychol Psychiatry. 2005 Oct;46(10):1081-8
references: 16178932
references: Psychol Med. 2013 Apr;43(4):733-45
references: 22850475
references: Child Dev. 2006 Jan-Feb;77(1):72-88
references: 16460526