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ABSTRACT
The purpose of the current study was to examine dimensionality and concurrent validity evidence of the EARLI numeracy measures (DiPerna, Morgan, & Lei, Citation2007), which were developed to assess key skills such as number identification, counting, and basic arithmetic. Two methods (NOHARM with approximate chi-square test and DIMTEST with DETECT classifications) were used to examine the dimensionality of each of the dichotomously scored measures. Both indicated unidimensionality for four of the EARLI measures (Counting Aloud, Counting Object, Measurement, and Pattern Recognition); however, results were discrepant for Numbers and Shapes. For the polytomously scored measure (Grouping), exploratory factor analysis indicated essential unidimensionality. In addition, the majority of the EARLI numeracy items did not appear to function differently by demographic variables, and scores from the EARLI numeracy measures demonstrated adequate concurrent relationships with scores from the WJ-III mathematics subtests.
Funding
The authors disclosed receipt of the following financial support for the research and/or authorship of this article: This study was supported by a grant from the Administration for Children and Families, U.S. Department of Health and Human Services (Award No. 90YF0047/01). The opinions expressed in this article do not necessarily reflect the position of the U.S. Department of Health and Human Services, and such endorsements should not be inferred.
Note
Notes
1. Time limits for each measure were developed based on results from a pilot study. Specifically, limits used in the current study were set at a point at which the probability of receiving [any] response beyond the time limit was essentially 0.