Literaturnachweis - Detailanzeige
Autor/inn/en | Little, Callie W.; Lonigan, Christopher J.; Phillips, Beth M. |
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Titel | Differential Patterns of Growth in Reading and Math Skills during Elementary School |
Quelle | In: Journal of Educational Psychology, 113 (2021) 3, S.462-476 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000635 |
Schlagwörter | Reading Skills; Mathematics Skills; Skill Development; Elementary School Students; Individual Differences; Mathematics Achievement; Reading Achievement; Reading Tests; Achievement Tests; Multivariate Analysis; Test of Word Reading Efficiency; Woodcock Reading Mastery Test; Woodcock Johnson Tests of Achievement Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Individueller Unterschied; Mathmatics sikills; Mathematical ability; Leseleistung; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multivariate Analyse |
Abstract | This study investigated developmental trajectories of reading and math using latent-growth-curve analyses across multiple academic skills, measures, and multiple time periods within a single sample. Reading-related growth was marked by significant individual differences during the early elementary-school period and nonsignificant individual differences during the late elementary-school period. For math-related skills, nonsignificant individual differences were present for early math growth and significant individual differences were present in late elementary-school. No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills. These differing growth patterns highlight developmental complexities and suggest domain-specific differences in achievement growth that are potentially associated with contextual factors. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |