Reading ability development from kindergarten to junior secondary: Latent transition analyses with growth mixture modeling
Frontiers in Psychology, ISSN: 1664-1078, Vol: 7, Issue: OCT, Page: 1659
2016
- 14Citations
- 33Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Metrics Details
- Citations14
- Citation Indexes14
- 14
- CrossRef5
- Captures33
- Readers33
- 33
Article Description
The present study examined the reading ability development of children in the large scale Early Childhood Longitudinal Study (Kindergarten Class of 1998-99 data; Tourangeau et al., 2009) under the dynamic systems. To depict children's growth pattern, we extended the measurement part of latent transition analysis to the growth mixture model and found that the new model fitted the data well. Results also revealed that most of the children stayed in the same ability group with few cross-level changes in their classes. After adding the environmental factors as predictors, analyses showed that children receiving higher teachers' ratings, with higher socioeconomic status, and of above average poverty status, would have higher probability to transit into the higher ability group.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84996837261&origin=inward; http://dx.doi.org/10.3389/fpsyg.2016.01659; http://www.ncbi.nlm.nih.gov/pubmed/27826278; http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01659/full; https://dx.doi.org/10.3389/fpsyg.2016.01659; https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.01659/full
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