{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,5,6]],"date-time":"2024-05-06T22:03:53Z","timestamp":1715033033584},"reference-count":19,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2015,1,27]],"date-time":"2015-01-27T00:00:00Z","timestamp":1422316800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2015,2]]},"abstract":"<jats:p>The validity of a Dutch self\u2010report inventory of dyslexia was ascertained in two samples of students. Six biographical questions, 20 general language statements and 56 specific language statements were based on dyslexia as a multi\u2010dimensional deficit.<\/jats:p><jats:p>Dyslexia and non\u2010dyslexia were assessed with two criteria: identification with test results (Sample 1) and classification using biographical information (both samples). Using discriminant analyses, these criteria were predicted with various groups of statements. All together, 11 discriminant functions were used to estimate classification accuracy of the inventory. In Sample 1, 15 statements predicted the test criterion with classification accuracy of 98%, and 18 statements predicted the biographical criterion with classification accuracy of 97%. In Sample 2, 16 statements predicted the biographical criterion with classification accuracy of 94%. Estimations of positive and negative predictive value were 89% and 99%.<\/jats:p><jats:p>Items of various discriminant functions were factor analysed to find characteristic difficulties of students with dyslexia, resulting in a five\u2010factor structure in Sample 1 and a four\u2010factor structure in Sample 2. Answer bias was investigated with measures of internal consistency reliability.<\/jats:p><jats:p>Less than 20 self\u2010report items are sufficient to accurately classify students with and without dyslexia. This supports the usefulness of self\u2010assessment of dyslexia as a valid alternative to diagnostic test batteries. Copyright \u00a9 2015 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/dys.1492","type":"journal-article","created":{"date-parts":[[2015,1,28]],"date-time":"2015-01-28T04:42:17Z","timestamp":1422420137000},"page":"1-34","source":"Crossref","is-referenced-by-count":9,"title":["A New Self\u2010Report Inventory of Dyslexia for Students: Criterion and Construct Validity"],"prefix":"10.1002","volume":"21","author":[{"given":"Peter","family":"Tamboer","sequence":"first","affiliation":[{"name":"University of Amsterdam Department of Psychological Methods  Weesperplein 4, Room 218 1018 XA Amsterdam The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Harrie C. M.","family":"Vorst","sequence":"additional","affiliation":[{"name":"University of Amsterdam Department of Psychological Methods  Weesperplein 4, Room 218 1018 XA Amsterdam The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2015,1,27]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1001\/archpsyc.1961.01710120031004"},{"key":"e_1_2_9_3_1","first-page":"1","article-title":"The adult reading history questionnaire (ARHQ) in Icelandic: Psychometric properties and factor structure","volume":"20","author":"Bjornsdottir G.","year":"2013","journal-title":"Journal of Learning Disabilities"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2006.05.009"},{"key":"e_1_2_9_5_1","doi-asserted-by":"crossref","first-page":"600","DOI":"10.1006\/jmla.1994.1029","article-title":"Forward and backward word translation by bilinguals","volume":"33","author":"De Groot A. M. 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