Planned missing data in early literacy interventions
| Autor: | Rippe, R.C.A., Merkelbach, I., Kotozaki Yuka |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Male
Maternal Health Psychological intervention Social Sciences Vocabulary law.invention Families 0504 sociology Randomized controlled trial Sociology law Pregnancy Medicine and Health Sciences Early Intervention Educational Child Children Randomized Controlled Trials as Topic Grammar Multidisciplinary Schools 05 social sciences 050301 education Obstetrics and Gynecology Replicate Reference Standards Cognitive Linguistics Semantics Professions Word Recognition Convergent validity Research Design Medicine Female Psychology Clinical psychology Research Article Science Replication Studies Research and Analysis Methods Preterm Birth Phonology Education Literacy Replication (statistics) Humans Infant Newborn 050401 social sciences methods Reproducibility of Results Teachers Linguistics Gold standard (test) Missing data Pregnancy Complications Age Groups Word recognition People and Places Birth Women's Health Population Groupings 0503 education |
| Zdroj: | PLoS ONE PLoS ONE, Vol 16, Iss 3, p e0249175 (2021) PLoS ONE, 16(3). Public Library of Science (PLoS) |
| Popis: | Introduction In a digital early literacy intervention RCT, children born late preterm fell behind peers when in a control condition, but outperformed them when assigned to the intervention. Results did however not replicate previous findings. Replication is often complicated by resource quality. Gold Standard measures are generally time-intensive and costly, while they closely align with, and are more sensitive to changes in, early literacy and language performance. A planned missing data approach, leaving these gold standard measures incomplete, might aid in addressing the origin(s) of non-replication. Methods Participants after consent were 695 p Dutch primary school pupils of normal and late preterm birth. The high-quality measures, in additional to simpler but complete measures, were intentionally administered to a random subsample of children. Five definitions of gold standard alignment were evaluated. Results Two out of five gold standard levels improved precision compared to the original results. The lowest gold standard level did not lead to improvement: precision was actually diminished. In two gold standard definitions, an alphabetical factor and a writing-only factor the model estimates were comparable to the original results. Only the most precise definition of the gold standard level replicated the original results. Conclusion Gold standard measures could only be used to improve model efficiency in RCT-designs under sufficiently high convergent validity. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|