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ERIC Number: ED531556
Record Type: Non-Journal
Publication Date: 2009
Pages: 21
Abstractor: As Provided
Reference Count: 2
Hierarchical Linear Modeling of Passage Reading Fluency Growth as a Function of Student Characteristics. Technical Report # 0922
Tindal, Gerald; Nese, Joseph F.; Alonzo, Julie
Behavioral Research and Teaching
All students from grades 3 through 8 were tested in the fall, winter, and spring of 2009 on passage reading fluency (PRF) measures from easyCBM [R]. Student characteristics were analyzed for influence on reading growth. The results showed the negative effects from being a male or a student of color, coming from an economically disadvantaged environment, and receiving either special education or Title I services. Student characteristics influenced both intercept and slope, with the models occasionally revealing overall effects. Nevertheless, the patterns changed considerably over grades in the relation between intercept and slope as well as the values for student characteristics.
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)
Identifiers - Location: Oregon