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Forthmann, Boris; Förster, Natalie; Souvignier, Elmar – Journal of Intelligence, 2022
Monitoring the progress of student learning is an important part of teachers' data-based decision making. One such tool that can equip teachers with information about students' learning progress throughout the school year and thus facilitate monitoring and instructional decision making is learning progress assessments. In practical contexts and…
Descriptors: Learning Processes, Progress Monitoring, Robustness (Statistics), Bayesian Statistics
Joshua B. Gilbert – Annenberg Institute for School Reform at Brown University, 2024
When analyzing treatment effects on test scores, researchers face many choices and competing guidance for scoring tests and modeling results. This study examines the impact of scoring choices through simulation and an empirical application. Results show that estimates from multiple methods applied to the same data will vary because two-step models…
Descriptors: Scores, Statistical Bias, Statistical Inference, Scoring
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Ibrahim A. Asadi; Ronen Kasperski – Journal of Psycholinguistic Research, 2024
This study aimed to examine the validity of the "simple view of reading" (SVR) model in the diglossic Arabic language. Using a longitudinal design, we tested whether decoding and listening comprehension (LC) in kindergarten can later predict reading comprehension (RC) in the first grade and whether the contribution of LC to RC differs…
Descriptors: Reading Comprehension, Kindergarten, Models, Dialects
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Gutiérrez, Nuria; Rigobon, Valeria M.; Marencin, Nancy C.; Edwards, Ashley A.; Steacy, Laura M.; Compton, Donald L. – Scientific Studies of Reading, 2023
Purpose: Fourth grade typically involves shifting the instruction from "learning to read" to "reading to learn," which can cause students to struggle. However, early reading intervention guided by assessment has demonstrated effectiveness in preventing later reading difficulties (RD). This study presents a classification and…
Descriptors: Elementary School Students, Grade 1, Grade 4, Models
Joshua B. Gilbert – Annenberg Institute for School Reform at Brown University, 2022
This simulation study examines the characteristics of the Explanatory Item Response Model (EIRM) when estimating treatment effects when compared to classical test theory (CTT) sum and mean scores and item response theory (IRT)-based theta scores. Results show that the EIRM and IRT theta scores provide generally equivalent bias and false positive…
Descriptors: Item Response Theory, Models, Test Theory, Computation
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Hung, Cathy On-Ying – British Journal of Educational Psychology, 2021
Empirical evidence supports the importance of executive function (EF) in reading, but the underlying mechanism through which EF contributes to the reading process is unclear. The present study examined the direct and indirect effects of EF on reading comprehension through the indirect pathway of language and cognitive skills (i.e., syntactic…
Descriptors: Role, Executive Function, Reading Comprehension, Beginning Reading
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Psyridou, Maria; Tolvanen, Asko; Patel, Priyanka; Khanolainen, Daria; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Torppa, Minna – Scientific Studies of Reading, 2023
Purpose: We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a…
Descriptors: Reading Difficulties, Networks, Artificial Intelligence, Predictor Variables
Joshua B. Gilbert; James S. Kim; Luke W. Miratrix – Annenberg Institute for School Reform at Brown University, 2022
Analyses that reveal how treatment effects vary allow researchers, practitioners, and policymakers to better understand the efficacy of educational interventions. In practice, however, standard statistical methods for addressing Heterogeneous Treatment Effects (HTE) fail to address the HTE that may exist within outcome measures. In this study, we…
Descriptors: Item Response Theory, Models, Formative Evaluation, Statistical Inference
Chastity Griffin Baccus – ProQuest LLC, 2024
Black boys in grades third through fifth are not developing reading comprehension skills compared to their peers in an urban southeastern school district. The purpose of this basic qualitative study was to explore perceptions of third through fifth grade reading teachers on reading comprehension of Black boys in this district. The conceptual…
Descriptors: Teacher Attitudes, Elementary School Students, Males, African American Students
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Reading Research Quarterly, 2015
The simple view of reading describes reading comprehension as the product of decoding and listening comprehension and the relative contribution of each to reading comprehension across development. We present a cross-sectional analysis of first, second, and third graders (N = 123-125 in each grade) to assess the adequacy of the basic model.…
Descriptors: Reading Comprehension, Decoding (Reading), Listening Comprehension, Vocabulary
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Kim, Young-Suk Grace – Journal of Educational Psychology, 2020
We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading,…
Descriptors: Language Skills, Cognitive Ability, Reading Comprehension, Reading Instruction
Kim, Young-Suk Grace – Journal of Learning Disabilities, 2020
The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…
Descriptors: Models, Reading Comprehension, Word Recognition, Listening Comprehension
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Kieffer, Michael J.; Petscher, Yaacov; Proctor, C. Patrick; Silverman, Rebecca D. – Scientific Studies of Reading, 2016
Language comprehension is crucial to reading. However, theoretical models and recent research raise questions about what constitutes this multifaceted domain. We present two related studies examining the dimensionality of language comprehension and relations to reading comprehension in the upper elementary grades. Studies 1 (Grade 6; N = 148) and…
Descriptors: Elementary School Students, Language Skills, Reading Comprehension, Grade 6
Kim, Young-Suk Grace – Grantee Submission, 2020
The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…
Descriptors: Models, Reading Comprehension, Word Recognition, Listening Comprehension
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Torppa, Minna; Georgiou, George K.; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten…
Descriptors: Longitudinal Studies, Kindergarten, Grade 1, Grade 2
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