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Journal of Psychoeducational Assessment
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A First Look at the Validity of the DIAL-3 Spanish Version

Jason L. Anthony

University of Texas Heath Science Center at Houston

Mike A. Assel

University of Texas Heath Science Center at Houston

To examine the convergent and discriminant validity of the scales on the Spanish version of the Developmental Indicators for the Assessment of Learning—Third Edition (DIAL-3), exploratory factor analysis is performed on data from 648 children who are native speakers of Spanish and who attend Head Start. Three factors, labeled Verbal Ability , Nonverbal Ability, and Achievement, collectively account for 56% of the variance in children's performances. Confirmatory factor analysis evaluate this empirically-derived model and the conceptually-derived model of the authors of the DIAL-3 in a separate sample of 588 Spanish-speaking Head Start children. The empirically-derived model characterized children's performances better than the conceptually-derived model. The discussion highlights potential uses of the new factors, ideas for consideration during revision of the Spanish DIAL-3, and the need for additional validity research on the measure.

Key Words: assessment • preschool • developmental screening • factor structure

Journal of Psychoeducational Assessment, Vol. 25, No. 2, 165-179 (2007)
DOI: 10.1177/0734282906296404
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M. A. Assel and J. L. Anthony
Factor Structure of the DIAL-3: A Test of the Theory-Driven Conceptualization Versus an Empirically Driven Conceptualization in a Nationally Representative Sample
Journal of Psychoeducational Assessment, April 1, 2009; 27(2): 113 - 124.
[Abstract] [PDF]