Weighing the Value of Complex Growth Estimation Methods to Evaluate Individual Student Response to Instruction

Autor/in	Van Norman, Ethan R.
Titel	Weighing the Value of Complex Growth Estimation Methods to Evaluate Individual Student Response to Instruction
Quelle	In: Educational Measurement: Issues and Practice, 42 (2023) 4, S.33-41 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12579
Schlagwörter	Evaluation Methods; Student Reaction; Teaching Methods; Structural Equation Models; Reading Fluency; Oral Language; Intervention; Supplementary Reading Materials; Grade 3; At Risk Students; Elementary School Students; Response to Intervention + Suchen Sie Ihr Suchwort? Schülerkritik; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Reading materials; Lesekartei; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Sophisticated analytic strategies have been proposed as viable methods to improve the quantification of student improvement and to assist educators in making treatment decisions. The performance of three categories of latent growth modeling techniques (linear, quadratic, and dual change) to capture growth in oral reading fluency in response to a 12-week structured supplemental reading intervention among 280 grade three students at-risk for learning disabilities were compared. Although the most complex approach (dual-change) yielded the best model fit indices, there were few practical differences between predicted values from simpler linear models. A discussion to carefully consider the relative benefits and appropriateness of increasingly complex growth modeling strategies to evaluate individual student responses to intervention is offered. (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