Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects

Autor/inn/en	Petscher, Yaacov; Quinn, Jamie M.; Wagner, Richard K.
Titel	Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects
Quelle	In: Developmental Psychology, 52 (2016) 11, S.1690-1704 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000172
Schlagwörter	Individual Development; Correlation; Longitudinal Studies; Oral Reading; Reading Fluency; Reading Comprehension; Data Analysis; Elementary School Students; Comparative Analysis; Growth Models; Emergent Literacy; Reading Tests; Standardized Tests; Achievement Tests; Grade 1; Grade 2; Grade 3; Grade 4; Statistical Analysis; Florida; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Individuelle Entwicklung; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseverstehen; Auswertung; Frühleseunterricht; Lesetest; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Statistische Analyse
Abstract	Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading fluency and reading comprehension data from a longitudinal sample of approximately 16,000 students from first to fourth grade. Results highlight the utility of latent change score models compared to alternative specifications of linear and nonlinear quadratic latent growth models as well as implications for modeling change with correlated traits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01