A Longitudinal Study of Reading Comprehension Achievement from Grades 3 to 10: Investigating Models of Stability, Cumulative Growth, and Compensation

Autor/inn/en	Kwiatkowska-White, Bozena; Kirby, John R.; Lee, Elizabeth A.
Titel	A Longitudinal Study of Reading Comprehension Achievement from Grades 3 to 10: Investigating Models of Stability, Cumulative Growth, and Compensation
Quelle	In: Journal of Psychoeducational Assessment, 34 (2016) 2, S.153-165 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282915593188
Schlagwörter	Longitudinal Studies; Reading Comprehension; Reading Achievement; Models; Test Reliability; Reading Tests; Statistical Data; Grade 3; Grade 6; Grade 10; Achievement Rating; Achievement Gains; Outcome Measures; Correlation; Probability; Regression (Statistics); Classification; Questionnaires; Statistical Analysis; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseverstehen; Leseleistung; Analogiemodell; Testreliabilität; Lesetest; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement gain; Leistungssteigerung; Korrelation; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Regression; Regressionsanalyse; Classification system; Klassifikation; Klassifikationssystem; Fragebogen; Statistische Analyse; Ausland; Kanada
Abstract	This longitudinal study of 78 Canadian English-speaking students examined the applicability of the stability, cumulative, and compensatory models in reading comprehension development. Archival government-mandated assessments of reading comprehension at Grades 3, 6, and 10, and the Canadian Test of Basic Skills measure of reading comprehension administered at Grade 10 were used. The probabilities of later-grade reading achievement based on earlier-grade reading achievement were computed, and tests of regression to the mean were conducted. Most changes in relative achievement were attributed to regression toward the mean. Overall, results suggest considerable stability across time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01