Letz Richard, DiIorio Colleen K, Shafer Patricia O, Yeager Katherine A, Henry Thomas R, Schomer Donald L
Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, Atlanta, GA 30306, USA.
Neurotoxicology. 2003 Aug;24(4-5):503-12. doi: 10.1016/S0161-813X(03)00076-7.
Brief tests of vocabulary or reading ability are often used as an index of general intellectual level to hypothesize deficits in patients, to establish comparability of comparison groups, and as a covariate of performance on other neuropsychological tests. We evaluated a new variant of a reading test for potential use in estimating premorbid general intellectual ability and implementation as a computerized-adaptive test. A total of 319 outpatients who participated in an epilepsy self-management study were tested on three occasions, completing the Wide-Range Achievement Test-3 (WRAT-3) Reading test at baseline and the NES3 Adult Reading Test (ART) at the 3-month follow-up. At the 6-month follow-up, some participants completed the ART and some the NES2 Vocabulary test. ART and WRAT-3 Reading scores obtained 3 months apart were highly correlated (r=0.87, n=179), while ART and NES2 Vocabulary scores were somewhat less correlated (r=0.80, n=61). The ART test-retest correlation was high (r=0.95, n=79). The ART distribution was spread out more evenly at the high end than that of the WRAT-3 Reading. ART score was significantly related to education, race, income, and examiner category, but was unrelated to age category and depression status. Non-significant gender differences were observed. An item-response theory (Rasch model) analysis showed good fit of the model to the observed data and yielded an improved ranking of the ART items in order of difficulty. The NES3 ART exhibited high reliability and strong association with WRAT-3 Reading. These results suggest that the NES3-ART may be useful as an index of general intellectual ability for comparison of groups and for use as a covariate in data analyses among English-speaking, North American adults. The Rasch model analysis provides a basis for implementing the ART as a computerized-adaptive test, which should improve its time efficiency and reduce participant burden in taking the test.
简短的词汇或阅读能力测试常被用作一般智力水平的指标，以推测患者的缺陷、确定比较组的可比性，并作为其他神经心理学测试表现的协变量。我们评估了一种阅读测试的新变体，以评估其在估计病前一般智力能力方面的潜在用途，并将其作为计算机自适应测试实施。共有319名参与癫痫自我管理研究的门诊患者接受了三次测试，在基线时完成了广泛成就测验第三版（WRAT-3）阅读测试，并在3个月随访时完成了NES3成人阅读测试（ART）。在6个月随访时，一些参与者完成了ART，一些完成了NES2词汇测试。相隔3个月获得的ART和WRAT-3阅读分数高度相关（r=0.87，n=179），而ART和NES2词汇分数的相关性略低（r=0.80，n=61）。ART的重测相关性很高（r=0.95，n=79）。与WRAT-3阅读相比，ART在高端的分布更为均匀。ART分数与教育程度、种族、收入和考官类别显著相关，但与年龄类别和抑郁状态无关。观察到非显著的性别差异。项目反应理论（Rasch模型）分析表明该模型与观察数据拟合良好，并按难度顺序对ART项目进行了改进排名。NES3 ART表现出高可靠性，并与WRAT-3阅读有很强的关联。这些结果表明，NES3-ART可能作为一般智力能力的指标，用于比较组间差异，并在说英语的北美成年人的数据分析中用作协变量。Rasch模型分析为将ART实施为计算机自适应测试提供了基础，这将提高其时间效率并减轻参与者的测试负担。
