NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED501292
Record Type: Non-Journal
Publication Date: 2008-May-17
Pages: 28
Abstractor: Author
Reference Count: 210
ISBN: N/A
ISSN: N/A
Applying Hierarchical Linear Models (HLM) to Estimate the School and Children's Effects on Reading Achievement
Liu, Xing
Online Submission, Paper presented at the Northeastern Educational Research Association Annual Conference (35th, Kerhonkson, New York, October, 2004)
The purpose of this study was to illustrate the use of Hierarchical Linear Models (HLM) to investigate the effects of school and children's attributes on children' reading achievement. In particular, this study was designed to: (1) develop the HLM models to determine the effects of school-level and child-level variables on children's reading achievement; and (2) investigate children's reading achievement variability by both child-level and school-level variables. The data here was from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The study sample included 2400 students and 185 schools. The child-level variables included how often parents read to children and the number of hours children spent on watching TV in weekdays, and the school-level variables included percentage of gifted students in schools, and percentage of minority students in schools. Six models including one-way random effects ANOVA model, the unconditional model and the contextual models were developed. Both fixed effects and random effects were discussed in each model. Models were compared based on the proportion reduction in variance in both levels. Assumptions and the adequacy of the contextual model were also examined and discussed. This study included findings as follows: (1) there was a significant difference in mean reading achievement across schools; (2) children in the schools with higher rate minorities tended to have lower reading achievement than those in the schools with lower minority rate; (3) no significant difference in reading achievement was found for children in the schools with higher percent gifted students and lower percent gifted students; (4) children with parents who often read to them tended to perform better in reading achievement than those whose parents seldom read to them; (5) there was no significant difference in reading achievement between children spend more time on watching TV and those who watch less; and (6) no significance of the school level factors (percentage of gifted students and percentage of minority students) on children level factors (how often parents read to children and the number of hours children spent on watching TV in weekdays) were found. (Contains 5 figures and 9 tables.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Early Childhood Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A