Search Results
Title: Investigation of Mathematics and Reading Achievement of 5- through 14-Year Olds Using Latent Growth Curve Methodology
Resulting in 1 citation.
| 1. |
Suhr, Diana D. |
|
Investigation of Mathematics and Reading Achievement of 5- through 14-Year Olds Using Latent Growth Curve Methodology Ph.D. Dissertation, Northern Colorado University, 1999 Cohort(s): Children of the NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Children, Academic Development; Children, School-Age; Cognitive Ability; Cognitive Development; Education; Ethnic Differences; Gender Differences; Growth Curves; Hispanics; Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Racial Differences The development of literacy and numeracy (i.e., reading and mathematics) for 5-through 14-year old children was investigated using a cohort-sequential design. A fundamental assumption motivating the study was that knowledge about the pattern of growth of individual students' mathematics and reading skills, differences in the pattern of growth among groups of students (i.e., gender and ethnic groups), and variation within groups of students provides a foundation for developing effective educational policy. The purpose of the research was to advance a methodology, latent growth curve models (LGM), for analyzing individual and group differences. Latent growth curve models estimate mean initial level of achievement, mean rate of change in achievement, variances of initial level and rate of change, covariance of initial level with mean rate of change, variances of test measurements, and growth scores (i.e., structural slopes). Findings indicate the form of achievement growth curves for 5- through 14-year old children is a negatively accelerating function of age. In the sample, no differences were found in mathematics achievement between boys (n = 561) and girls (n = 573). Differences in reading recognition achievement between boys (n = 581) and girls (n = 607) were found with respect to variances in initial level of achievement and test measurements at ages 10, 11, and 12. Girls (n = 525) had a faster growth rate than boys (n = 488) in reading comprehension achievement at ages 8 and 12, whereas boys had a faster growth at age 11. In mathematics, reading recognition, and reading comprehension achievement, differences between White and Black/Hispanic children in levels of achievement increased over time. Rates of change in mathematics, reading recognition, and recognition achievement were faster for White children than for Black and Hispanic children. |
|
|
Bibliography Citation
Suhr, Diana D. Investigation of Mathematics and Reading Achievement of 5- through 14-Year Olds Using Latent Growth Curve Methodology. Ph.D. Dissertation, Northern Colorado University, 1999. |