Children (Basel, Switzerland) · 2025
Validation of the Greek Version of the Colorado Learning Difficulties Questionnaire.
СтатьяНазвание и аннотация: Перевод в очереди
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Fefe Eleni Panagiota, Tigani Xanthi, Michou Maria, Efthymiou Vasiliki, Christou Antonios I, Darviri Christina, Charalampopoulou Maria, Apostolakis Emmanouil, Papadodima Stavroula, Kanaka-Gantenbein Christina, Bacopoulou Flora
Аннотация
BACKGROUND: Learning disabilities have a significant impact on children's and adolescents' academic progress; thus, early detection is of great importance. Parents play a key role, as they can provide valuable and unique information regarding their offspring's learning challenges. The Colorado Learning Difficulties Questionnaire (CLDQ) is a quick and easy-to-use parent-report rating questionnaire evaluating specific areas of functioning that are most affected in children and adolescents with learning difficulties, such as reading, mathematics, social cognition, spatial abilities, and memory. This study aimed to examine the validity and reliability of the Greek version of the CLDQ.
METHODS: A cross-sectional design was employed in a sample of Greek parents and caregivers to test the Greek version of the CLDQ. The 20-item questionnaire was translated into Greek using the appropriate forward-backward translation.
RESULTS: The final sample consisted of 303 parents/caregivers of children and adolescents aged 11-17 years with learning difficulties. Analysis was consistent with the original scale and revealed five major factors labeled Reading, Mathematics, Social Cognition, Social Anxiety, and Spatial Problems. Contrary to the original version, two items loaded on two separate factors.
CONCLUSIONS: The Greek version of the CLDQ demonstrated acceptable reliability and good validity. Consistent with the original version, exploratory factor analysis identified five distinct factors. These findings support the Greek version of the CLDQ as a valid and reliable tool for assessing and screening students with learning difficulties in Greece.
METHODS: A cross-sectional design was employed in a sample of Greek parents and caregivers to test the Greek version of the CLDQ. The 20-item questionnaire was translated into Greek using the appropriate forward-backward translation.
RESULTS: The final sample consisted of 303 parents/caregivers of children and adolescents aged 11-17 years with learning difficulties. Analysis was consistent with the original scale and revealed five major factors labeled Reading, Mathematics, Social Cognition, Social Anxiety, and Spatial Problems. Contrary to the original version, two items loaded on two separate factors.
CONCLUSIONS: The Greek version of the CLDQ demonstrated acceptable reliability and good validity. Consistent with the original version, exploratory factor analysis identified five distinct factors. These findings support the Greek version of the CLDQ as a valid and reliable tool for assessing and screening students with learning difficulties in Greece.