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Identifying dyslexia with confirmatory latent profile analysis
Author(s) -
Niileksela Christopher R.,
Templin Jonathan
Publication year - 2019
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22183
Subject(s) - dyslexia , psychology , normative , latent class model , developmental psychology , confirmatory factor analysis , learning disability , clinical psychology , reading (process) , cognitive psychology , structural equation modeling , statistics , linguistics , epistemology , philosophy , mathematics
Confirmatory latent profile analysis (CLPA) was used with the normative sample from the Kaufman Test of Educational Achievement , 3rd ed. (KTEA‐3) to determine whether it was possible to identify a latent class of individuals whose scores were consistent with the academic strengths and weaknesses related to dyslexia. The CLPA identified a class of individuals consistent with dyslexia across four‐grade level groups (first–second, third–fifth, sixth–eighth, and ninth–twelfth). The results of the CLPA were applied to the KTEA‐3 clinical samples of those with known clinical diagnoses. Individuals with Specific Learning Disorder in Reading and/or Written Expression had a higher probability of being in the dyslexia latent class. The use of CLPA as a tool for learning disability diagnosis appears plausible, though much more research is needed. The strengths, limitations, and future directions for the use of CLPA in diagnosis are discussed.