A Cronbach's [alpha] of .87 indicates that the ADCL scale's internal consistency is acceptable.
Table 1 presents demographic variables and the scores on the ADCL for N= 600.
Correlations between Self-perceived Difficulties and the ADCL Score Self-reports Reading Writing ADCL-sum ADCL-12 difficulties difficulties Reading - difficulties Writing .90 - difficulties ADCL-sum -.74 -.69 - ADCL-12 -.77 -.74 .92 - Note.
To reveal the dimensions of the ADCL, an EFA was conducted.
In this study the prisoners' ADCL scores will be compared to their achieved scores on the standardized reading and spelling test to assess if the screening instrument ADCL is able to predict reading and spelling skills as measured with a standardized test battery of reading and spelling.
Correlations were completed between the self-report measurements (ADCL and the questions on self-perceived reading and spelling skills) with the sum scores of the sub-tests in the standardized reading and spelling.
Table 5 presents demographic variables, scores on the ADCL and the reading and spelling test.
The correlations between participants' self-report on the ADCL and their objectively measured reading and spelling skills on the standardized reading and spelling test were low.
However, the analysis showed that the questions regarding self-perceived reading and writing difficulties shared considerably more of the variance with participants' performance on the standardized reading and spelling tests than did the ADCL. That is, Proof Reading shared 26 percent of the variance with the reading question, Spelling shared 21 percent with the self-perceived reading question and Reading Speed 19 percent of the variance with that question.
In order to examine whether the ADCL could predict scores on the standardized test the three factors derived from the factor analysis in study 1 were correlated with the sum scores of the standardized reading and spelling tests.
The main finding of the present study was that the Adult Dyslexia Checklist (ADCL) yielded acceptable internal consistency, but still had low predictive validity vis- a- vis participants' performance on the standardized reading and spelling test.
An EFA of the Norwegian ADCL revealed three distinct factors.