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ERIC Number: ED311410
Record Type: Non-Journal
Publication Date: 1989-Jul
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Modeling, Predicting, and Monitoring Reading and Spelling Achievement.
Mommers, Martin; Oud, Johan
A longitudinal study examined the development of decoding skills, reading comprehension skills, and spelling skills across the first three years of primary education in order to examine the relations among the variables in a dynamic causal model of the development of reading and spelling skills. Subjects, 310 first grade children in 12 schools representing a random cluster sample falling to 225 subjects by the end of the third grade, were administered a variety of survey instruments during their primary education. The LISREL program was used to analyze the many indices of global and local model fit and to help decide which of a number of models is the most reasonable. The data do not refute the hypothesis that decoding skills, reading comprehension, and spelling skills are empirically distinguishable latent variables. (Two tables and three figures of data are included; 20 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands