A Standardization Study of the Korean Version of Learning Disability Evaluation Scale.
- Author:
Min Sup SHIN
1
;
Kang E M HONG
;
Zoung Soul KIM
;
Soo Churl CHO
Author Information
1. Department of Psychiatry, Seoul National University College of Medicine, Seoul, Korea.
- Publication Type:Original Article
- Keywords:
Korean;
Learning disability;
Reliability;
Validity;
Norm
- MeSH:
Attention Deficit Disorder with Hyperactivity;
Child;
Equidae;
Humans;
Learning Disorders*;
Learning*;
Mass Screening;
Principal Component Analysis;
Reproducibility of Results;
Writing
- From:Journal of Korean Neuropsychiatric Association
1998;37(6):1233-1245
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
OBJECTIVES: This study was to develop the Korean version of Learning Disability Evaluation Scale(K-LDES), to examine the reliability and validity of it, and to establish the age norms of the K-LDES for assessing the specific learning disorder. METHODS: The normative group was composed of 720 children between the age of 6 and 12. The clinical group consisted of 27 children with learning disorder and 25 children with attention deficit hyperactivity disorder accompanying learning problem(mean age=108.44month+/-6.60, mean FSIQ=108.61+/-13.47). The K-LDES as administered to teachers of the normative and clinical groups. The KEDI-WISC and the Basic Learning Test(BLT) were administerd to the clinical group. RESULTS: The reliability coefficients(Cronbach's alpha) of the K-LDES were ranged .92-.97 and the correlation coefficients between the K-LDES subscales were moderate to high. The subscales of K-LDES were significantly correlated with the subtests of KEDI-WISC and BLT. Principal component analysis with varimax rotation resulted five factors, which are similar to those of original LDES, strongly supporting the construct validity of the K-LDES. There was significant differences between the normal and the clinical groups on six subscales of K-LDES except arithmetic subscale, implying that the K-LDES is a more valid measure for assesing reading and writing disorders. The discriminant power of each items were calculated, and 71 of the 88 items discriminated significantly between the normal and the clinical groups. In order to establish norms of K-LDES for six age levels, the means and standard deviations of subscale raw scores for normative group were used to calculate subscale standard scores at a given age, and LQ was determined by adding 7 subscale standard scores and being converted standard score with a mean of 100 and a standard deviation of 15. CONCLUSION: K-LDES was found to be a reliable and valid instrument for screening specific learing disorder. The expectation is that K-LDES will be a useful teacher/mother rating measure for identifying learning disorder and providing information which may contribute to diagnosing and developing individualized educational program for identified problem areas.
