Differential Patterns of Growth in Reading and Math Skills during Elementary School

Autor/inn/en	Little, Callie W.; Lonigan, Christopher J.; Phillips, Beth M.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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