The Factor Structure and Invariance of an Observational Checklist to Measure Children’s Emergent Literacy Skill Development across Male and Female Samples

Jason C Immekus

doi:10.5539/jedp.v3n1p101

Abstract

Study purpose was to test the factor structure of the Jumpstart School Success Checklist (JSSC) and tests its measurement invariance (factor structure similarity) across male and female samples, based on national Jumpstart data (N = 5,545). Factor analytic results supported conceptualizing the JSSC item-level data in terms of a bifactor model (Gibbons & Hedeker, 1992), where each scale item related to a primary factor (Literacy) in addition to one sub-domain: Language Arts or Social Relationships. A comparison of the equivalence of the JSSC factor structure across sex groups indicated that the scale’s factor structure met partial measurement invariance (Bryne, Shavelson, & Muthén, 1989). A follow-up latent means structure analysis reported that females had slightly higher latent means across the factors than males. Study implications pertain to (a) the degree to which the JSSC scores function across sex groups, and (b) how factorial invariance research can be used to examine raters’ assessment of students’ literacy skill development.

Highlights

Children’s emergent literacy skill development is a continual process that occurs well before exposure to formal schooling in kindergarten (Fields, Groth, & Spangler, 2008; Teale & Sulzby, 1986; Whitehurst & Lonigan, 1998).Acquisition these foundational literacy skills is recognized as a prerequisite of successful attainment of future reading and writing outcomes (Rouse, Brooks-Gunn, & McLanahan, 2005; Snow, Burns, & Griffin, 1998)
A test of a two-factor model of the Jumpstart School Success Checklist (JSSC) item-level data resulted in unacceptable model-data fit, X2 (56) =
A subsequent exploratory factor analysis (EFA) support a one-factor model, based on the retention of empirical factors by comparing the eigenvalues from the EFA to those obtained in a parallel analysis

Summary

Introduction

Children’s emergent literacy skill development is a continual process that occurs well before exposure to formal schooling in kindergarten (Fields, Groth, & Spangler, 2008; Teale & Sulzby, 1986; Whitehurst & Lonigan, 1998). Acquisition these foundational literacy skills (e.g., awareness of print) is recognized as a prerequisite of successful attainment of future reading and writing outcomes (Rouse, Brooks-Gunn, & McLanahan, 2005; Snow, Burns, & Griffin, 1998). A primary consideration with the screening and identification of children’s early literacy skills within the context of preschool-aged programs is the extent to which the psychometric properties (e.g., reliability) of literacy assessment scores support their use for decision-making purposes (e.g., progress monitoring)

Objectives

Methods

Results

Conclusion