Planned missing data in early literacy interventions: A replication study with an additional gold standard.

PLoS One

Learning and Behavior Problems in Education, Institute of Education and Child Studies, Leiden University, Leiden, The Netherlands.

Published: July 2024

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.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8007029PMC
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0249175PLOS

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