ERIC Number: EJ1080077
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Testing Math or Testing Language? The Construct Validity of the KeyMath-Revised for Children with Intellectual Disability and Language Difficulties
Rhodes, Katherine T.; Branum-Martin, Lee; Morris, Robin D.; Romski, MaryAnn; Sevcik, Rose A.
American Journal on Intellectual and Developmental Disabilities, v120 n6 p542-568 Nov 2015
Although it is often assumed that mathematics ability alone predicts mathematics test performance, linguistic demands may also predict achievement. This study examined the role of language in mathematics assessment performance for children with intellectual disability (ID) at less severe levels, on the KeyMath-Revised Inventory (KM-R) with a sample of 264 children, in grades 2-5. Using confirmatory factor analysis, the hypothesis that the KM-R would demonstrate discriminant validity with measures of language abilities in a two-factor model was compared to two plausible alternative models. Results indicated that KM-R did not have discriminant validity with measures of children's language abilities and was a multidimensional test of both mathematics and language abilities for this population of test users. Implications are considered for test development, interpretation, and intervention.
Descriptors: Language Skills, Mathematics Skills, Intellectual Disability, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Factor Analysis, Hypothesis Testing, Discriminant Analysis, Models, Comparative Analysis, Test Validity, Mathematics Tests, Language Tests
American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: H324K040007