The Hemianopia Reading Questionnaire (HRQ): Development and Psychometric Qualities in a Large Community Sample
Abstract
:1. Introduction
2. Development of the Hemianopia Reading Questionnaire (HRQ)
2.1. Phase 1: Item Generation
2.2. Phase 2: Further Development and Expert Face Validity
3. On the Use of a Community Sample
4. Methods
4.1. Participants and Procedure
4.2. Materials
4.2.1. Factor Structure and Psychometric Qualities
4.2.2. Convergent Validity
4.2.3. Divergent Validity
4.3. Statistical Analysis
Total Sample (N = 998) | |
---|---|
Age—M, sd (min-max) | 65.3, 13.6 (20–97) |
Gender (%) | |
Males | 546 (54.7%) |
Females | 450 (45.1%) |
Other | 2 (0.2%) |
Level of education 1 (%) | |
Low | 226 (22.6%) |
Middle | 405 (40.6%) |
High | 367 (36.8%) |
Self-reported visual pathology that could have an effect on reading 2 (%) | 126 (13%) |
5. Results
5.1. Participants
5.2. Factor Structure and Reliability of the HRQ
5.3. Convergent and Divergent Validity
6. Discussion
6.1. Factor Structure and Reliability
6.2. Convergent and Divergent Validity
6.3. Limitations
6.4. Implications and Future Suggestions
7. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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HRQ Subscales (N items) | ||
---|---|---|
Phase 1 | Phase 2 | |
HRQ-Pre | HRQ-Post | |
Relationship to reading (9) | Relationship to reading (5 items for 2 situations 2) | Relationship to reading; HRQ-r (5) |
Reading comprehension (4) | ||
Reading skills (4 items for 5 situations 1) | Reading skills (8 items for 2 situations 2) | Reading skills; HRQ-s (8) |
Reading objects (12 items for 5 situations 1) | Reading objects (11 items for 2 situations 2) | Reading objects; HRQ-o (11) |
Reading time (3) | Reading time (3) | Reading time (3) |
Reading intervention (4) | Reading intervention (4) | |
Reading history (5) | Reading history (4) |
Model | χ2 | df | CFI | RMSEA (90% CI) | SRMR |
---|---|---|---|---|---|
3-factor | 2114.053 | 249 | 0.996 | 0.087 (0.083–0.090) | 0.068 |
3-bifactor | 1012.206 | 228 | 0.998 | 0.059 (0.055–0.062) | 0.047 |
Scale | Item | Short Description | Factor Loading | Explained Variance in Item | |||
---|---|---|---|---|---|---|---|
General Factor | Specific Factor | By General Factor | By Specific Factor | By All Factors | |||
Relationship to reading | r1 | Being a good reader | 0.723 | 0.450 | 52% | 20% | 73% |
r2 | Importance of reading | 0.562 | 0.762 | 32% | 58% | 90% | |
r3 | Positive attitude towards reading | 0.669 | 0.618 | 45% | 38% | 83% | |
r4 | No reading difficulties | 0.702 | 0.123 | 49% | 2% | 51% | |
r5 | Love reading | 0.556 | 0.694 | 31% | 48% | 79% | |
Reading skills | s6 | Understanding | 0.889 | 0.093 | 79% | 1% | 80% |
s7 | Fast reading | 0.794 | −0.063 | 63% | 0.4% | 63% | |
s8 | Locating next line | 0.949 | 0.258 | 90% | 7% | 97% | |
s9 | Finishing a line | 0.960 | 0.255 | 92% | 7% | 99% | |
s10 | Perceiving a short word | 0.970 | 0.202 | 94% | 4% | 98% | |
s11 | Perceiving a long word | 0.973 | 0.180 | 95% | 3% | 98% | |
s12 | Reading for long without fatigue | 0.884 | −0.315 | 78% | 10% | 88% | |
s13 | Remembering | 0.793 | −0.141 | 63% | 2% | 65% | |
Reading objects | o1 | Physical book | 0.784 | 0.478 | 61% | 23% | 84% |
o2 | Physical newspaper | 0.751 | 0.579 | 56% | 34% | 90% | |
o3 | Physical magazine | 0.790 | 0.572 | 62% | 33% | 95% | |
o4 | Subtitles | 0.648 | 0.625 | 42% | 39% | 81% | |
o5 | Smartphone | 0.604 | 0.671 | 36% | 45% | 82% | |
o6 | Tablet/e-reader | 0.666 | 0.716 | 44% | 51% | 96% | |
o7 | Laptop/computer | 0.628 | 0.734 | 39% | 54% | 93% | |
o8 | Package leaflets | 0.519 | 0.466 | 27% | 22% | 49% | |
o9 | Traffic signs | 0.610 | 0.745 | 37% | 56% | 93% | |
o10 | Public transport information signs | 0.623 | 0.750 | 39% | 56% | 95% | |
o11 | Letters/mail | 0.708 | 0.626 | 50% | 39% | 89% |
HRQ-r | HRQ-s | HRQ-o | |
---|---|---|---|
Stokmans questionnaire reading attitude (N = 967) | 0.604 | 0.382 | 0.288 |
IVI Reading and accessing information mean score (N = 986) | −0.168 | −0.286 | −0.354 |
DASS-21—total score (N = 998) | −0.172 | −0.271 | −0.290 |
BRIEF-A—Behavioural Regulation Index (N = 998) | −0.132 | −0.209 | −0.225 |
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Tol, S.; Timmerman, M.E.; Goltermann, A.; Heutink, J.; de Haan, G.A. The Hemianopia Reading Questionnaire (HRQ): Development and Psychometric Qualities in a Large Community Sample. Healthcare 2024, 12, 1527. https://doi.org/10.3390/healthcare12151527
Tol S, Timmerman ME, Goltermann A, Heutink J, de Haan GA. The Hemianopia Reading Questionnaire (HRQ): Development and Psychometric Qualities in a Large Community Sample. Healthcare. 2024; 12(15):1527. https://doi.org/10.3390/healthcare12151527
Chicago/Turabian StyleTol, Sarah, Marieke E. Timmerman, Alina Goltermann, Joost Heutink, and Gera A. de Haan. 2024. "The Hemianopia Reading Questionnaire (HRQ): Development and Psychometric Qualities in a Large Community Sample" Healthcare 12, no. 15: 1527. https://doi.org/10.3390/healthcare12151527