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Abstract: Abstract Cognitive flexibility (CF) is an executive function component related to the ability to flexibly shift amongst multiple incompatible perspectives or descriptions of an object task. However, whether CF enhances the narrative discourse comprehension of students with attention-deficit hyperactivity disorder (ADHD) during surface semantic meaning identification remains unclear. This study aimed to examine the impacts of CF on central word (CW) identification amongst primary school students with ADHD and reading comprehension difficulties (i.e. scores in the ≤ 25th percentile of discourse comprehension but with adequate decoding skills and average decoding performance score within one standard deviation). In addition, the association of CF with CW identification performance, when the CW was located in either the first or second half of sentences, was tested with and without the interference of playing music. This study recruited 104 low-CF and 103 high-CF first grade students with ADHD and reading difficulties. Participants received measures of nonverbal intelligence, working memory, Chinese receptive vocabulary, Chinese word reading, CF and a music preference questionnaire. Additionally, participants completed the entire CW identification experiment (about 7 min) individually in a silent classroom located within the school campus. After controlling nonverbal intelligence, working memory, music preference, Chinese receptive vocabulary and Chinese word reading, the results showed that high-CF students had similar poetry discourse comprehension performance with low-CF students when the CWs were at the second half of a sentence. Moreover, high-CF students showed significantly better performance than low-CF students when the CWs were at the first half of the poetry sentences in both conditions with and without music, especially if the poetry sentence structure was more complicated than the typical ‘subject-verb-object’ sequence. All students with ADHD performed significantly worse in poetry discourse comprehension with music interference than without it. The results highlight the importance of CF in poetry discourse comprehension tasks, particularly when a poetry sentence uses a non-typical structure format. The possible effects of CF on poetry discourse comprehension are also discussed. PubDate: 2023-03-09
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Abstract: Abstract Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. These problems are also evident when they learn a second language. The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills (spelling, vocabulary and reading) in English (L2) and in Spanish (L1). Participants completed a series of tasks both in Spanish and English: a picture naming task, a word reading task, a word spelling task, and a written composition of which we analysed its quality through different variables provided by the Coh-metrix software. Our results revealed that children with dyslexia show similar or parallel performance in written composition in both languages, which could imply a language transfer effect from L1 and L2. Besides, basic language skills are related to the characteristics of written composition to a greater extent in English than in Spanish, suggesting the impact of these on the quality of written composition. PubDate: 2023-01-27
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Abstract: Abstract Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language and literacy outcomes is more significant for lower-performing students and students with disabilities, such as dyslexia. However, recent syntheses have suggested that less than half of reading intervention studies report treatment fidelity data. This meta-analysis examined fidelity reporting within reading intervention studies for students with or at risk for dyslexia in Grades K–5. We aimed to record the frequency and extent of fidelity reporting, explore associations between study or intervention features and fidelity reporting, and compare mean intervention effect sizes for studies reporting fidelity and those that did not. A total of 51 studies were included. Results indicated that 75% of studies reported fidelity data. Studies reporting fidelity primarily focused on adherence and dosage data with little to no information reported for other dimensions of fidelity (i.e., quality, responsiveness, differentiation). Suggestions for improving reporting of treatment fidelity data are discussed. PubDate: 2023-01-26
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Abstract: Abstract This study investigates the reading profiles of rural Grade 5 and 6 students (N = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students’ reading profiles and evaluate if performance on cognitive measures predicted membership in particular profiles. Data were analyzed using latent profile analysis. Latent profile analysis showed four distinct reading profiles in our sample: students with severe reading disabilities (< 2%), students at high risk of reading disability (14%), students at some-risk of reading disability (46%), and students who are typical readers (38%). Lower performance on cognitive measures was associated with group membership in the severe reading profile group compared to the group of students at some-risk of reading failure. In contrast, higher performance on cognitive measures was associated with group membership in the typical reader group compared to students at some-risk of reading failure. In keeping with the findings from past studies documenting reader profiles, we found heterogeneity in the reading profiles of rural upper-elementary grade students. We discuss the need for multicomponent interventions that target all areas of reading with some flexibility in the dosage of each reading component dependent on the reader profiles established prior to intervention. PubDate: 2023-01-11 DOI: 10.1007/s11881-022-00276-y
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Abstract: Abstract This study had three goals: to examine the stability of deficits in the phonological and lexical routes in dyslexia (group study), to determine the prevalence of dyslexia profiles (multiple-case study), and to identify the prediction of phonemic segmentation and discrimination skills before reading acquisition on future reading level. Among a group of 373 non-readers seen at age 5, 38 students were subsequently diagnosed as either consistent dyslexic readers (18 DYS) or consistent typical readers (20 TR). Their phonological and lexical reading skills were assessed at ages 10 and 17 and their phonemic segmentation and discrimination skills at age 5. In comparison with TR of the same chronological age (CA-TR), individuals with dyslexia demonstrated an impairment of the two reading routes, especially of the phonological reading route. In the comparison with younger TR (age 10) of the same reading level (RL-TR), only a deficit of the phonological route is observed. In the multiple-case study, the comparisons with CA-TR showed a prevalence of mixed profiles and very few dissociated profiles, whereas the comparison with RL-TR resulted mostly in two profiles depending on the measure: a phonological profile when accuracy was used and a delayed profile when speed was used. In addition, the correlations between early phonemic segmentation and discrimination skills (age 5) and later reading skills (age 17) were significant, and in the group of individuals with dyslexia, early phonemic segmentation skills significantly predicted these later reading skills. Phonological reading deficits are persistent and mainly caused by early phonemic impairments. PubDate: 2023-01-10 DOI: 10.1007/s11881-022-00277-x
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Abstract: Abstract In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada’s official languages. Yet, we are currently underinformed as to how to identify children with French word reading difficulties in such programs. Within this context, and in the interests of informing early identification of second language reading challenges, we examined early English predictors of French word reading difficulties. We also examined potential overlap of these difficulties as well as the stability of these difficulties over time. A total of 108 children in FI participated, completing measures of English nonverbal intelligence, phonological awareness, rapid automatized naming, and receptive vocabulary in kindergarten, as well as English and French word reading in grades 1, 2, and 3. Logistic regressions revealed that kindergarten English phonological awareness and rapid automatized naming (RAN) distinguished between good and poor French word readers in grade 3, with adequate sensitivity and specificity. These results suggest that English phonological awareness and RAN may be appropriate early skills to identify children at risk of word reading challenges in bilingual programs. Chi-square analyses demonstrated significant overlap of English and French word reading challenges in grades 1, 2, and 3, highlighting the possibility that English and French word reading difficulties do not exist independently. Finally, chi-square analyses revealed retrospectively stable word reading difficulties in English and French. Interestingly, prospective stability was stronger for French than English word reading challenges. Overall, our results underscore the importance of considering the specific nature of word reading difficulties in bilingual readers. PubDate: 2022-12-31 DOI: 10.1007/s11881-022-00275-z
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Abstract: Abstract Perceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and environmental factors. Perceived consequences were evaluated for the academic domain and the domain of mental health (depression, anxiety). Participants were 123 Dutch students with dyslexia. Cognitive person factors (literacy skills and verbal IQ), socio-emotional person factors (self-perceived literacy skills and coping ability), and environmental factors (literacy demands, support from the institution, reactions of teachers and peers) were included as predictors. Results indicated that perceived negative consequences were not related to cognitive person factors. In contrast, better self-perceived literacy skills were associated with less perceived negative consequences in all domains (academic, depression, anxiety) and coping contributed to depression consequences. With respect to environmental factors, negative reactions in the academic environment contributed to perceived negative consequences of depression and anxiety. As such, findings indicate that individuals with dyslexia perceive negative consequences in the academic, anxiety, and depression domains which cannot be fully accounted for by their objective reading and writing problems. These factors should feature more prominently in future studies on dyslexia and should be addressed in treatment of dyslexia as well. PubDate: 2022-11-30 DOI: 10.1007/s11881-022-00274-0
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Abstract: Abstract Dyslexia is one of the most studied learning disorders. Despite this, its biological basis and main causes are still not fully understood. Electroencephalography (EEG) could be a powerful tool in identifying the underlying mechanisms, but knowledge of the EEG correlates of developmental dyslexia (DD) remains elusive. We aimed to systematically review the evidence on EEG correlates of DD and establish their quality. In July 2021, we carried out an online search of the PubMed and Scopus databases to identify published articles on EEG correlates in children with dyslexia aged 6 to 12 years without comorbidities. We follow the PRISMA guidelines and assess the quality using the Appraisal Tool questionnaire. Our final analysis included 49 studies (14% high quality, 63% medium, 20% low, and 2% very low). Studies differed greatly in methodology, making a summary of their results challenging. However, some points came to light. Even at rest, children with dyslexia and children in the control group exhibited differences in several EEG measures, particularly in theta and alpha frequencies; these frequencies appear to be associated with learning performance. During reading-related tasks, the differences between dyslexic and control children seem more localized in the left temporoparietal sites. The EEG activity of children with dyslexia and children in the control group differed in many aspects, both at rest and during reading-related tasks. Our data are compatible with neuroimaging studies in the same diagnostic group and expand the literature by offering new insights into functional significance. PubDate: 2022-11-22 DOI: 10.1007/s11881-022-00273-1
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Abstract: Abstract The current study aimed to investigate whether exposure to spellings would boost memory of meanings and spellings of morphologically complex words, and when spellings are present, whether drawing attention to the morphology of derivative words would activate morphological analysis and therefore enhance word learning. Participants were 36 fourth and fifth graders (20 Spanish speakers, and 16 English speakers) from an elementary school in the Southeastern U.S. students were randomly assigned to one of the two groups: (a) group A, simple spelling exposure group; and (b) group B, drawing attention to morphology group. Each group learned 12 low-frequency morphologically complex words (e.g., odorous) in two orthographic conditions: with the presence of spelling (1) and with the absence of spelling (2). Three learning trials and three test trials were interweaved. After each learning trial, students were prompted to meaning and spelling recall for each target word. Results have extended the evidence of orthographic facilitation effect to morphologically complex words. Students with both higher and lower word reading skills benefitted from spelling presence. Drawing attention to morphology did not enhance the memory of meanings and spellings of morphologically complex words, in comparison to spelling exposure only condition. Implications for vocabulary learning theories and instruction for linguistically diverse students were discussed. PubDate: 2022-10-11 DOI: 10.1007/s11881-022-00270-4
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Abstract: Abstract Although the important role of children’s executive function (EF) in their reading development has been well-established, less is known about the extent to which multilingual children’s EF components vary and whether the variability in different EF abilities explains multilingual children’s English reading achievement. The present study explored the US first-grade multilingual children’s (N = 3,819) profiles of EF abilities and how the profile membership was associated with their English reading achievement, using a nationally representative sample of multilingual children from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K: 2011) study. We fit latent profile analysis with various EF components, including working memory, cognitive flexibility, inhibitory control, approaches to learning, and attentional focus, and found three distinct EF profiles in multilingual children: (a) Below-Average EFs with Above-Average Cognitive Flexibility (10.13%), (b) Above-Average EFs (84.09%), and (c) Very Low Cognitive Flexibility (5.78%). Controlling for kindergarten English reading achievement scores and demographic variables, children in the Above-Average EFs profile attained a significantly higher English reading achievement score than their peers, while children in the Very Low Cognitive Flexibility group had the lowest English reading achievement score. Our findings highlight the importance of understanding multilingual children’s heterogeneity in EF and have implications for the early identification of and tailored intervention for multilingual children at risk for reading difficulties. PubDate: 2022-10-08 DOI: 10.1007/s11881-022-00272-2
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Abstract: Abstract Children and adults with dyslexia are often provided with audio-support, which reads the written text for the learner. The present study examined to what extent audio-support as a form of external regulation impacts navigation patterns in children and adults with and without dyslexia. We compared navigation patterns in multimedia lessons of learners with (36 children, 41 adults), and without dyslexia (46 children, 44 adults) in a text-condition vs. text-audio-condition. Log files were recorded to identify navigation patterns. Four patterns could be distinguished: linear reading (linear), linear reading with rereading (big peak), reading with going back to previous pages (small peaks), and a combination of strategies (combined peaks). Children generally used linear navigation strategies in both conditions, whereas adults mostly used combined-peaks strategies in the text-condition, but linear strategies in the text-audio-condition. No differences were found between learners with and without dyslexia. Audio-support does not impact navigation strategies in children but does seem to impact navigation strategies in adult learners, towards the use of more linear navigation patterns, reflecting less self-regulation. PubDate: 2022-10-04 DOI: 10.1007/s11881-022-00271-3
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Abstract: Abstract The study presents the first systematic comparison of the global reading processes via scanpath analysis in Russian-speaking children with and without reading difficulties. First, we compared basic eye-movement characteristics in reading sentences in two groups of children in grades 1 to 5 (N = 72 in high risk of developmental dyslexia group and N = 72 in the control group). Next, using the scanpath method, we investigated which global reading processes these children adopt to read the entire sentence and how these processes differ between the groups. Finally, we were interested in the timeframe of the change in the global reading processes from the 1st to the 5th grades for both groups. We found that the main difference in word-level measures between groups was the reading speed reflected in fixation durations. However, the examination of the five identified global reading processes revealed qualitative similarities in reading patterns between groups. Children in the control group progressed quickly and by the 4th grade engaged in an adult-like fluent reading process. The high-risk group started with the beginner reading process, then similar to first graders in the control group, engaged mostly in the intermediate and upper-intermediate reading processes in 2nd to 4th grades. They reach the advanced process in the 5th grade, the same pattern preferred by the control group second graders. Overall, the scanpath analysis reveals that although there are quantitative differences in the word-level eye-tracking measures between groups, qualitatively children in the high-risk group read on par with typically developing peers but with a 3-year reading delay. PubDate: 2022-10-01 DOI: 10.1007/s11881-021-00251-z
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Abstract: Abstract Given the increased evidence suggesting the presence of binocular coordination deficits in dyslexia, investigations of binocular eye movements are beneficial to clarify the underlying causes of reading difficulties. This systematic review aims to (a) synthesize the literature through the examination of binocular coordination in children with dyslexia by describing the normative development of stable binocular control and (b) outline future directions. Boolean expressions in the PubMed search were used to define papers. Following a literature search and selection process, 25 papers were included. Studies using binocular eye tracking during linguistic and nonlinguistic tasks in children with dyslexia and typical development 5–17 years of age are reviewed. The studies reviewed provided consistent evidence of poor binocular coordination in children with dyslexia, but the results associated with different task characteristics were less consistent. The relation between binocular coordination deficits and reading difficulties needs to be further elucidated in longitudinal studies which may provide future treatments targeting the binocular viewing system in dyslexia. PubDate: 2022-10-01 DOI: 10.1007/s11881-022-00256-2
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Abstract: Abstract An increasing number of students are entering university with reading difficulties—whether they be diagnosed or self-reported. Research demonstrates that university students who self-report a history of reading difficulties (HRD) have lower academic achievement and higher anxiety about academic performance as compared to peers without this history (NRD). Here we study other aspects of HRD students’ university experiences, focusing on alcohol consumption. Specifically, we investigated the drinking motives and personality characteristics likely to increase risk of hazardous alcohol consumption among HRD vs. NRD undergraduates. We identified 42 HRD and 54 NRD participants based on responses to a reading history questionnaire. Participants completed questionnaires assessing hazardous drinking, drinking motives, and alcohol-risk personality traits. Both groups reported similarly high levels of hazardous drinking. HRD students reported drinking more to conform with peers, and less to enhance positive moods, than NRD students. HRD students also scored higher in the alcohol personality risk of impulsivity. Our results support a unique pattern of motives and personality risks among HRD students, a pattern that likely puts them at increased risk for sustained hazardous drinking. Clinical implications for preventing problem drinking among HRD undergraduates are considered. PubDate: 2022-08-17 DOI: 10.1007/s11881-022-00266-0
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Abstract: Abstract This study examined whether syntactic awareness was related to reading comprehension difficulties in either first language (L1) Chinese or second language (L2) English, or both, among Hong Kong Chinese-English bilingual children. Parallel L1 and L2 metalinguistic and reading measures, including syntactic word-order, morphological awareness, phonological awareness, vocabulary, word reading, reading comprehension, and cognitive measures of nonverbal intelligence and working memory, were administered to 224 fourth-graders. Five groups of comprehenders were identified using a regression approach: (1) 12 poor in Chinese-only (PC), (2) 18 poor in English-only (PE), (3) six poor in both Chinese and English (PB), (4) 14 average in both Chinese and English (AB), and (5) seven good in both (GB). The results of multivariate analyses of covariance showed that (1) the PB group performed worse than the AB and GB groups in both L1 Chinese and L2 English syntactic awareness; (2) the PC and PE groups performed worse than the AB and GB groups in Chinese syntactic awareness; (3) the PE group had lower performance than the PC, AB, and GB groups in English syntactic awareness; and (4) no significant group difference was found in L2 morphological awareness or vocabulary across both languages. By suggesting that weakness in syntactic awareness can serve as a universal indicator for identifying poor comprehenders in either or both L1 Chinese and L2 English among Hong Kong Chinese-English bilingual children, these findings demonstrate the fundamental role of syntactic awareness in bilingual reading comprehension. PubDate: 2022-08-03 DOI: 10.1007/s11881-022-00268-y
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Abstract: Abstract Reading disabilities have a profound impact on the academic performance and achievement of children. Although oculomotor pattern abnormalities during reading in children with dyslexia are well known, those in individuals with attention deficit and hyperactive disorders (ADHD) — who also frequently exhibit a reading impairment — remain largely undetermined. The objective of the present study was to evaluate the peculiarities of oculomotor pattern abnormalities during a reading task. An eye-tracker was used to record eye movements in four distinct groups of children with neurodevelopmental disorders: children with dyslexia, children with ADHD with and without comorbid dyslexia, and in a group of typically developing children (TD). Ninety-six children participated in the study (24 children per group, IQ- and age-matched groups). The duration of fixation, the total reading time, and the number of forward and backward saccades were similar in children with dyslexia and ADHD + dyslexia, but were significantly different from those observed in children with ADHD and with TD. Our findings suggest a link between dyslexia and oculomotor reading impairments in both children with dyslexia and children with ADHD + dyslexia, indicating that the oculomotor pattern in children with ADHD without comorbid dyslexia is similar to that observed in TD children. We suggest that an objective eye movement recording during a reading task could help clinicians to better evaluate the possible presence of comorbid dyslexia in children with ADHD. Furthermore, children with ADHD with and without comorbid dyslexia could also have working memory deficiencies. Further studies are needed to confirm this finding. PubDate: 2022-08-03 DOI: 10.1007/s11881-022-00269-x
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Abstract: Abstract The goal of this study was to investigate the contribution of morphological awareness to reading fluency of children with and without dyslexia in a transparent orthography, such as the Greek one. The sample consisted of 256 Greek-speaking children (2nd grade: 32 dyslexic and 105 typical readers, 5th grade: 28 dyslexic and 91 typical readers). Morphological awareness was assessed with three tasks, examining inflectional, derivational, and compounding morphology. Reading fluency was evaluated at word, text, and silent level. The results indicated that dyslexic children both in 2nd and 5th grade face significant difficulties in inflectional, derivational, and compounding morphology compared to their peers. Hierarchical regression analyses revealed that morphological awareness significantly contributed to reading fluency of children with and without dyslexia, after controlling for non-verbal intelligence, vocabulary, and phonological awareness. Among typical readers, results indicated that inflectional, derivational, and compounding morphology had a small but significant effect on word, text, and silent reading fluency in 2nd grade and derivational and inflectional morphology on text and silent reading fluency in 5th grade, after controlling for non-verbal intelligence, vocabulary, and phonological awareness. For dyslexic children, a moderate-to-large effect of inflectional and derivational morphology on text and word reading fluency was restricted to 2nd grade. Overall, morphological skills may play a supportive role in reading fluency of Greek children in first and last elementary grades. On the other hand, for Greek children facing reading problems morphological skills appeared to have a strong role in reading fluency only in first grades. Our study provided some preliminary data for the dyslexics’ ability of morphological processing as a scaffolding skill for reading fluency. Implications of these findings for education are discussed. PubDate: 2022-07-30 DOI: 10.1007/s11881-022-00267-z
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Abstract: Abstract The present study investigated the compensatory role of verbal learning and consolidation in reading and spelling of children with (N = 54) and without dyslexia (N = 36) and the role of verbal learning (learning new verbal information) and consolidation (remember the learned information over time) on the response to a phonics through spelling intervention of children with dyslexia. We also took phonological awareness, rapid automatized naming, verbal working memory, and semantics into account. Results showed that children with dyslexia performed better in verbal learning and equal in verbal consolidation compared to typically developing peers. Regression analyses revealed that verbal learning did not predict reading but did predict spelling ability, across both groups; verbal consolidation did not predict reading, nor spelling. Furthermore, neither verbal learning nor verbal consolidation was related to responsiveness to a phonics through spelling intervention in children with dyslexia. Verbal learning may thus be seen as a compensatory mechanism for spelling before the intervention for children with dyslexia but is beneficial for typically developing children as well. PubDate: 2022-07-15 DOI: 10.1007/s11881-022-00264-2
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Abstract: Abstract Given the recent push for universal screening, it is important to take into account how well a screener identifies children at risk for reading problems as well as how screener and sample information contribute to this classification. Picking the best cut-point for a particular sample and screening goal can be challenging given that test manuals often report classification information for a specific cut-point and sample base rate which may not generalize to other samples. By assuming a bivariate normal distribution, it is possible to calculate all of the classification information for a screener based on the correlation between the screener and outcome, the cut-point on the outcome (i.e., the base rate in the sample), and the cut-point on the screener. We provide an example with empirical data to validate these estimation procedures. This information is the basis for a free online tool that provides classification information for a given correlation between screener and outcome and cut-points on each. Results show that the correlation between screener and outcome needs to be greater than .9 (higher than observed in practice) to obtain good classification. These findings are important for researchers, administrators, and practitioners because current screeners do not meet these requirements. Since a correlation is dependent on the reliability of the measures involved, we need screeners with better reliability and/or multiple measures to increase reliability. Additionally, we demonstrate the impact of base rate on positive predictive power and discuss how gated screening can be useful in samples with low base rates. PubDate: 2022-06-10 DOI: 10.1007/s11881-022-00261-5
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