Developmental Trajectories for Literacy and Math Skills from Primary to Secondary School

Autor/inn/en	Little, Callie W.; Erbeli, Florina; Francis, David J.; Tynan, John
Titel	Developmental Trajectories for Literacy and Math Skills from Primary to Secondary School
Quelle	In: Journal of Research in Reading, 45 (2022) 1, S.65-82 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Little, Callie W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12382
Schlagwörter	Foreign Countries; Student Development; Elementary School Students; Secondary School Students; Mathematics Achievement; Literacy; Mathematics Skills; Individual Differences; Socioeconomic Status; Predictor Variables; Grade 9; Australia + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Mathematics ability; Individueller Unterschied; Socio-economic status; Sozioökonomischer Status; Prädiktor; School year 09; 9. Schuljahr; Schuljahr 09; Australien
Abstract	Background: Research on academic development has mainly focused on early time periods with less attention on individual differences in development in the later school years. Methods: To improve our knowledge of how students develop academically during later school years, this study used a multivariate growth model to investigate the developmental trajectories of literacy and math skills in a sample of Australian students in fifth through ninth grades (n = 114). Results: Students progressed at greater average rates in math from primary to secondary school than in literacy. Both literacy and math skills showed significant individual differences in growth rate at Grade 9. There was no evidence of an association between change in math and change in literacy. Primary school socioeconomic status was not a statistically significant predictor of inter-individual differences in the development of either literacy or math. Conclusions: These results, taken together, suggest that both domain-general and domain-specific influences act on the development of these academic skills. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01