ERIC Number: EJ1093840
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
Reference Count: 41
A Longitudinal Study of Reading Comprehension Achievement from Grades 3 to 10: Investigating Models of Stability, Cumulative Growth, and Compensation
Kwiatkowska-White, Bozena; Kirby, John R.; Lee, Elizabeth A.
Journal of Psychoeducational Assessment, v34 n2 p153-165 Apr 2016
This longitudinal study of 78 Canadian English-speaking students examined the applicability of the stability, cumulative, and compensatory models in reading comprehension development. Archival government-mandated assessments of reading comprehension at Grades 3, 6, and 10, and the Canadian Test of Basic Skills measure of reading comprehension administered at Grade 10 were used. The probabilities of later-grade reading achievement based on earlier-grade reading achievement were computed, and tests of regression to the mean were conducted. Most changes in relative achievement were attributed to regression toward the mean. Overall, results suggest considerable stability across time.
Descriptors: Longitudinal Studies, Reading Comprehension, Reading Achievement, Models, Test Reliability, Reading Tests, Statistical Data, Grade 3, Grade 6, Grade 10, Achievement Rating, Achievement Gains, Outcome Measures, Correlation, Probability, Regression (Statistics), Classification, Questionnaires, Statistical Analysis, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 6; Intermediate Grades; Middle Schools; Grade 10; Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Location: Canada