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Bilge Bal-Sezerel; Deniz Arslan; Ugur Sak – Measurement: Interdisciplinary Research and Perspectives, 2025
In this study, the factorial invariance of the ASIS (Anadolu-Sak Intelligence Scale) was examined across time. Data were obtained from there groups of first-grade students who were administered the ASIS in 2020, 2021, and 2022. The analyses were conducted using multisample confirmatory factor analyses. Factorial invariance was tested with six…
Descriptors: Intelligence Tests, Grade 1, Factor Structure, Scores
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Sandilos, Lia E.; Shervey, Sarah Wollersheim; DiPerna, James C.; Lei, Puiwa; Cheng, Weiyi – School Psychology Quarterly, 2017
This study examined the internal structure of the Classroom Assessment Scoring System (CLASS; K-3 version). The original CLASS K-3 model (Pianta, La Paro, & Hamre, 2008) and 5 alternative models were tested using confirmatory factor analysis with a sample of first- and second-grade classrooms (N = 141). Findings indicated that a slightly…
Descriptors: Teacher Student Relationship, Factor Analysis, Kindergarten, Grade 1
Sandilos, Lia E.; Shervey, Sarah Wollersheim; DiPerna, James C.; Lei, Puiwa; Cheng, Weiyi – Grantee Submission, 2017
This study examined the internal structure of the Classroom Assessment Scoring System (CLASS; K-3 version). The original CLASS K-3 model (Pianta, La Paro, & Hamre, 2008) and 5 alternative models were tested using confirmatory factor analysis with a sample of first- and second-grade classrooms (N = 141). Findings indicated that a slightly…
Descriptors: Classroom Observation Techniques, Correlation, Elementary School Students, Factor Analysis
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Fives, Allyn – Reading Psychology, 2016
The current article examines what factors explained the success of a reading program delivered by older adult volunteers to at-risk early readers. The article also examines the direction of the relationship over time (both direct and mediated) between reading achievement, frequency of reading at home, and academic self-beliefs. Two hundred and…
Descriptors: Foreign Countries, Reading Programs, Program Effectiveness, Early Reading
Kim, Young-Suk Grace – Grantee Submission, 2016
We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction--integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and…
Descriptors: Foreign Countries, Language Skills, Cognitive Ability, Oral Language
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Kim, Young-Suk; Al Otaiba, Stephanie; Folsom, Jessica S.; Greulich, Luana; Puranik, Cynthia – Journal of Speech, Language, and Hearing Research, 2014
Purpose: This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. Method: A large…
Descriptors: Elementary School Students, Grade 1, Writing (Composition), Oral Language
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Kim, Young-Suk Grace; Petscher, Yaacov – Journal of Educational Psychology, 2016
Emerging evidence suggests that children's sensitivity to suprasegmental phonology such as stress and timing (i.e., prosodic sensitivity) contributes to reading. The primary goal of this study was to investigate pathways of the relation of prosodic sensitivity to reading (word reading and reading comprehension) using data from 370 first-grade…
Descriptors: Grade 1, Elementary School Students, Phonological Awareness, Intonation
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Hooper, Stephen R.; Costa, Lara-Jeane; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna C.; Knuth, Sean B.; Childress, Amy – Reading and Writing: An Interdisciplinary Journal, 2011
The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components that have been deemed as important to the development of written language? Second, once…
Descriptors: Writing (Composition), Spelling, Grades (Scholastic), Structural Equation Models
Oslund, Eric L.; Simmons, Deborah C.; Hagan-Burke, Shanna; Kwok, Oi-Man; Simmons, Leslie E.; Taylor, Aaron B.; Coyne, Michael D. – Learning Disability Quarterly, 2015
This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…
Descriptors: Predictor Variables, Curriculum, Reading Achievement, Kindergarten
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Breidenbach, Daniel H.; French, Brian F. – Journal of Psychoeducational Assessment, 2012
The Brigance Comprehensive Inventory of Basic Skills-II (CIBS-II) is the newest version of a long-standing instrument that is useful for identifying student achievement, identifying and monitoring academic strengths and weaknesses, obtaining data to support referrals, and reporting progress for individual educational plans. Since the CIBS-II is…
Descriptors: Achievement Tests, Test Validity, Federal Legislation, Educational Legislation
Kim, Young-Suk Grace; Wagner, Richard K. – Grantee Submission, 2015
In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text…
Descriptors: Reading Fluency, Word Recognition, Listening Skills, Reading Comprehension
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DeThorne, Laura Segebart; Harlaar, Nicole; Petrill, Stephen A.; Deater-Deckard, Kirby – Journal of Speech, Language, and Hearing Research, 2012
Purpose: The authors examined the longitudinal stability of genetic and environmental influences on children's productive language sample measures during the early school-age years. Method: Twin study methodology with structural equation modeling was used to derive univariate estimates of additive genetic (A), shared environmental (C), and…
Descriptors: Factor Analysis, Genetics, Environmental Influences, Grade 2
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Dumay, Xavier; Boonen, Tinneke; Van Damme, Jan – Elementary School Journal, 2013
In both the school effectiveness and the educational administration literature, growing attention has been paid to the extent of principal leadership effects and the means by which they affect school performance. The main goal of this study is to estimate the effects of principal leadership on students' achievement growth in mathematics over a…
Descriptors: Foreign Countries, Teacher Collaboration, Principals, Models
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Im-Bolter, Nancie; Zadeh, Zohreh Yaghoub; Ling, Daphne – Early Child Development and Care, 2013
Studies have demonstrated the association between parenting style and children's academic achievement, but the specific mechanisms underlying this relationship remain unclear. The development of skills that lay the foundation for academic success might be found in early parent-child interactions that foster language competence. Early negative…
Descriptors: Parenting Styles, Parent Attitudes, Correlation, Academic Achievement
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Kirkhaug, Bente; Drugli, May Britt; Klockner, Christian A.; Morch, Willy-Tore – Educational Research and Evaluation, 2013
The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with…
Descriptors: Factor Analysis, Emotional Intelligence, Measures (Individuals), Factor Structure
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