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Factor Structure of the DIAL-3

A Test of the Theory-Driven Conceptualization Versus an Empirically Driven Conceptualization in a Nationally Representative Sample

University of Texas Health Science Center at Houston, Michael.A.Assel{at}uth.tmc.edu

Jason L. Anthony

University of Texas Health Science Center at Houston, Jason.L.Anthony{at}uth.tmc.edu

Using data from the standardization sample of the Developmental Indicators for the Assessment of Learning—Third Edition (DIAL-3), this study compared the usefulness of an empirically derived factor structure introduced by Anthony, Assel, and Williams with the author's theoretical conceptualization. Confirmatory factor analyses (CFAs) were conducted on three age groups of children (i.e., 831 3- and 4-year-olds, 729 5- and 6-year-olds, and 1,560 3- to 6-year-olds). Both models explained the younger group of children's performances reasonably well (e.g., Comparative Fit Indices [CFIs] = .93) and yielded equivalent standardized fits. The two models explained the older children's performances reasonably well (e.g., CFIs = .93), and their fits were also equivalent. Finally, the two models characterized performances of the standardization sample quite well (e.g., CFIs = .96), and their fits were also equivalent. Results are discussed in terms of how assessments are standardized and validated and how this is relevant for clinicians and consumers.

Key Words: assessment • factor analysis • validity • prekindergarten

This version was published on April 1, 2009

Journal of Psychoeducational Assessment, Vol. 27, No. 2, 113-124 (2009)
DOI: 10.1177/0734282908324038


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