School profiles of at-risk student concentration: Differential growth in oral reading fluency

Journal of School Psychology

Volumn 48, Issue 2, 2010, Pages 163-186

  Logan, Jessica A R ^a   Petscher, Yaacov ^b,c  

^a OHIO STATE UNIVERSITY   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

^c FLORIDA STATE UNIVERSITY   (United States)

Author keywords

Education; Hierarchical growth model; Latent class analysis; Literacy; Oral reading fluency

Indexed keywords

ARTICLE; CROSS-SECTIONAL STUDY; EDUCATIONAL STATUS; HUMAN; PSYCHOLOGY; REACTION TIME; READING; SCHOOL; SOCIOECONOMICS; STUDENT;

CROSS-SECTIONAL STUDIES; EDUCATIONAL STATUS; HUMANS; REACTION TIME; READING; SCHOOLS; SOCIOECONOMIC FACTORS; STUDENTS; UNDERACHIEVEMENT;

EID: 76049106537     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2009.12.002     Document Type: Article

References (48)

1. Agrawal A., Lynskey M., Madden P., Bucholz K.K., and Heath A.C. A latent class analysis of illicit drug use/dependence: Results from the National Epidemiological Survey on Alcohol and Related Conditions. Addiction 101 (2007) 94-104
2. American Psychiatric Association. Diagnostic and statistical manual of mental disorders. Fourth Edition (1994), American Psychiatric Association, Washington, DC
3. Ardoin S.P., and Christ T.J. Evaluating curriculum-based measurement slope estimates using data from tri-annual universal screenings. School Psychology Review 37 (2008) 109-125
4. Benjamini Y., and Hochberg Y. Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society. Series B (Methodological) 57 (1995) 289-300
5. Booth K.M. Evaluating academic outcomes of head start: An application of general growth mixture modeling. Early Childhood Research Quarterly 18 (2003) 238-254
6. Bryk T., and Raudenbush S.W. Heterogeneity of variance in experimental studies: A challenge to conventional interpretations. Psychological Bulletin 104 (1988) 396-404
7. Connor C.M., Son S., Hindman A.H., and Morrison F.J. Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. Journal of School Psychology 43 (2005) 343-375
8. California Department of Education. California Standardized Testing and Reporting (STAR) (2005). http://star.cde.ca.gov/star2005/Viewreport.asp Retrieved December 4, 2007 from http://star.cde.ca.gov/star2005/Viewreport.asp
9. deNijs P.F.A., Ferdinand R.F., and Verhulst F.C. No hyperactive-impulsive subtype in teacher-rated attention-deficit/hyperactivity problems. European Child & Adolescent Psychiatry. 16 (2007) 25-32
10. Denton C.A., Foorman B.R., and Mathes P.G. Perspective: Schools that "beat the odds" - Implication for reading instruction. Remedial and Special Education 24 (2003) 258-272
11. Elmore R.F., Abelmann C., and Fuhrman S. The new accountability in state education reform: From process to performance. In: Ladd H.F. (Ed). Holding schools accountable: Performance-based reform in education (1996), Brookings Institution, Washington, D.C 65-98
12. Francis D.J., Santi K.L., Barr C., Fletcher J.M., Varisco A., and Foorman B.R. Form effects on the estimation of students' oral reading fluency using DIBELS. Journal of School Psychology 46 (2008) 315-342
13. Fuchs L.S., and Deno S.L. Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children 57 (1991) 488-501
14. Fuchs L.S., Fuchs D., and Maxwell L. The validity of informal reading comprehension measures. Remedial and Special Education 9 2 (1988) 20-28
15. Goldhaber D., and Brewer D. Teacher licensing and student achievement. In: Kanstoroom M., and Finn Jr. C.E. (Eds). Better teachers, better schools (1999), The Thomas B. Fordham Foundation, Washington, DC 83-102
16. Good III R.H., and Kaminski R.A. DIBELS oral reading fluency passages for first through third grades (Technical Report No. 10) (2002), University of Oregon, Eugene
17. Good R.H., Kaminski R.A., Smith S., Laimon D., and Dill S. Dynamic indicators of basic early literacy skills. 5th ed. (2001), University of Oregon, Eugene, OR
18. Hasbrouck J., and Tindal G.A. Oral reading fluency norms: A valuable assessment tool for reading teachers. Reading Teacher 59 (2006) 636-644
19. Kannapel P.J., and Clements S.K. Inside the black box of high-performing high-poverty schools: A report from the Prichard Committee for Academic Excellence (2005), Prichard Committee for Academic Excellence, Lexington, KY
20. Kaplan D. Structural equation modeling: Foundations and extensions (2000), Sage Publications, Thousand Oaks, CA
21. Kim J.S., and Sunderman G.L. Measuring academic proficiency under the no child left behind act: Implications for educational equity. Educational Researcher 34 8 (2005) 3-13
22. Klingele W.E., and Warrick B.K. Influence of cost and demographic factors on reading achievement. Journal of Educational Research 83 (1990) 279-282
23. Linn R.L. Accountability: Responsibility and reasonable expectations. Educational Researcher 32 (2003) 3-13
24. Lo Y., Mendell N.R., and Rubin D.B. Testing the number of components in a normal mixture. Biometrika 88 (2001) 767-778
25. Maxwell S.E., and Delaney H.D. Designing experiments and analyzing data: A model comparison perspective. 2nd ed. (2004), Erlbaum, Mahwah, NJ
26. McCoach D.B., O'Connell A.A., Reis S.M., and Levitt H.A. Growing readers: A hierarchical linear model of children's reading growth during the first 2 years of school. Journal of Educational Psychology 98 (2006) 14-28
27. McDermott P.A. Sex, race, class, and other demographics as explanations for children's ability and adjustment: A national appraisal. Journal of School Psychology 33 (1995) 75-91
28. McLachlan G.J., and Peel D. Finite mixture models (2000), John Wiley, New York
29. Mosteller F., and Moynihan D.P. A pathbreaking report. In: Mosteller F., and Moynihan D.P. (Eds). On equality of educational opportunity (1972), Random House, New York 3-66
30. Murnane R.J., Willett J.B., Bub K.L., and McCartney K. Understanding trends in the black-white achievement gaps during the first years of school. Brookings-Wharton Paper on Urban Affairs (2006)
31. Muthén B. Should substance use disorders be considered as categorical or dimensional?. Addiction 101 (2006) 6-16
32. Muthén L.K., and Muthén B.O. Mplus user's guide. Fourth Edition (1998-2006), Muthén & Muthén, Los Angeles, CA
33. Muthen B., Khoo S., Francis D.J., and Boscardin C.K. Analysis of reading skills development from kindergarten through first grade: An application of growth mixture modeling to sequential processes. In: Reise S.P., and Duan N. (Eds). Multilevel modeling: Methodological advances, issues, and applications (2003), NJ. Lawrence Erlbaum Associates, Mahwah
34. NAEP Assessment Tool. NAEP questions (June 15 2007). http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp Retrieved September 11, 2009, from http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp
35. National Center for Educational Statistics. Number of public school districts by 2003 Rural-Urban Continuum (Beale) county code and state: 2003-04 (2005). http://nces.ed.gov/surveys/ruraled/TablesHTML/1bealedistricts.asp Retrieved December 4, 2007 from http://nces.ed.gov/surveys/ruraled/TablesHTML/1bealedistricts.asp
36. National Center for Education Statistics. Average reading score for 4th-, 8th-, and 12th-graders, by selected student and school characteristics: 1992 and 2005 (2007). http://nces.ed.gov/programs/coe/2007/section2/table.asp?tableID=678 Retrieved December 4, 2007, from http://nces.ed.gov/programs/coe/2007/section2/table.asp?tableID=678
37. New York State Education Department. Percent distribution of public school students by racial/ethnic origin (2007). http://www.emsc.nysed.gov/irts/educationstats/edstats-07/table4.pdf Retrieved December 4, 2007, from http://www.emsc.nysed.gov/irts/educationstats/edstats-07/table4.pdf
38. Ramaswamy V., DeSarbo W.S., Reibstein D.J., and Robinson W.T. An empirical pooling approach for estimating marketing mix elasticities with PIMS data. Marketing Science 12 1 (1993) 103-124
39. Raudenbush S.W. Schooling, statistics, and poverty: Can we measure school improvement? William H. Angoff Memorial Lecture Series, Educational Testing Service, Policy Evaluation and Research Center (2004)
40. Raudenbush S.W., and Bryk A.S. Hierarchical linear models: Applications and data analysis methods. 2nd edition. (2002), Sage, Newbury Park, CA
41. Reardon S.F., and Robinson J. Patterns and trends in racial/ethnic and socioecomonic academic achievement gaps. In: Ladd H., and Fiske E. (Eds). Handbook of research in education finance and policy (2007), Prentice Hall, New York, NY
42. Sirin S.R. Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research 75 (2005) 417-453
43. Stanovich K.E. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21 (1986) 360-407
44. Tennessee Department of Education. Tennessee statewide report card 2005 (2005). http://www.k-12.state.tn.us/rptcrd05/state1.asp Retrieved December 4. 2007 from http://www.k-12.state.tn.us/rptcrd05/state1.asp
45. Congress U.S. No Child Left Behind Act of 2001. Public Law 107-110. 107th Congress (2001), Government Printing Office, Washington, DC
46. U.S. Department of Education, National Center for Education Statistics. The condition of education 2006, NCES 2006-071 (2006), U.S. Government Printing Office, Washington, DC
47. VanLang N.D., Ferdinand R.F., Ormel J., and Verhulst F.C. Latent class analysis of anxiety and depressive symptoms of the youth self-report in a general population sample of young adolescents. Behaviour Research and Therapy 44 (2006) 849-860
48. Yu C.Y. Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes (2002), University of California, Los Angeles, Doctoral dissertation