Table 3 Factor saturations of each item in the factor.
From: CFD-14: detecting literacy and dyslexia risks in early and primary education
Ítems | Factor 1 |
|---|---|
1. Started speaking later than expected | 0.549 |
2. Has or had pronunciation difficulties beyond what is expected for their age | 0.637 |
3. Has or had difficulty recounting an Event, narrating a story, or doing so with short sentences. | 0.797 |
4. Has or needed help memorizing songs, rhymes, tongue twisters, poems, or other information intended for memorization. | 0.835 |
5. Has or had difficulty saying one word that rhymes with another or saying words that start with “m”; for example, he has or had difficulty playing “I see.” | 0.769 |
6. Has difficulty spelling words. | 0.808 |
7. He has stated that he dislikes reading or writing or refuses to do so. | 0.595 |
8. it takes longer than others to do class reading and writing tasks. | 0.767 |
9. In class, you need more help than others to do the reading and writing tasks. | 0.862 |
10. you have more difficulty attending to reading and writing tasks in class than others. | 0.829 |
11. Frequently needs to improve when reading or writing words. | 0.796 |
12. (1st to 6th grade): It is slow/slow when reading words or texts. | |
13. (early childhood education (5 years old)): Has difficulty naming, recognizing, or remembering the sound of letters studied. | 0.832 |
14. Know any history of direct family (parents, uncles, brothers) with learning difficulties in reading or writing. | 0.414 |
15. It has many spelling errors and persists more than expected (from 3rd to 6th grade). | 0.476 |
