Spotlight Screener as a Predictor of First-grade Reading Achievement

1983 ◽  
Vol 27 (2) ◽  
pp. 164-172
Author(s):  
John L. Sheppard ◽  
Marlene J. Sheppard
Keyword(s):  
Internal Consistency Reliability ◽  
First Grade ◽  
Reading Tests ◽  
School Year ◽  
Dependent Variables ◽  
English Speaking ◽  
And Performance ◽  
And Mathematics ◽  
Very High ◽  
Discriminant Function Analyses

The Spotlight for Literacy screener was examined for reliability, validity, and performance of children, related to biographical variables, by administering it to 458 first-grade Australian children early in the school year (March-April) with criterion measures of reading and mathematics (Daniels and Diack Standard Reading Tests and Metropolitan Achievement Test) being given later in October-November. Internal consistency reliability was shown by a Kuder Richardson coefficient of 0.89. Correlations of the screener with the criterion tests ranged from 0.7 to 0.8. Step-wise multiple regression analyses indicated that 11 of the 13 subtests contributed significantly to the variance, when the subtests were independent variables and the criterion tests were dependent variables. Multiple discriminant function analyses showed that hit rates of the screener as a predictor were very high for the low and high achiever groups. On the screener, girls had higher scores than boys, groups differed according to socioeconomic status (higher scores to higher SES), and children from English-speaking homes scored higher than children who had English as their second language.

scholarly journals Measuring Reading Progress in Second Grade

2021 ◽  
Author(s):  
Natalie Förster ◽  
Mathis Erichsen ◽  
Boris Forthmann
Keyword(s):  
Structural Equation ◽  
Discriminant Validity ◽  
Structural Equation Models ◽  
Three Dimensional ◽  
Dimensional Structure ◽  
Second Grade ◽  
Reading Tests ◽  
School Year ◽  
Standardized Reading Test ◽  
And Mathematics

Abstract. Learning progress assessments (LPA) are increasingly used by teachers to inform instructional decisions. This study presents evidence for the reliability, validity, and measurement invariance of a newly developed LPA for reading in Grade 2 (quop-L2 – quop Lesetest für zweite Klassen) that assesses the development of reading comprehension in German at the word, sentence, and text levels based on short, equivalent computer-based tests at three-week intervals. All tests were sufficiently reliable. The proposed three-dimensional structure was confirmed by confirmatory factor analysis based on data from N = 1,913 second-grade students. In a subsample of n = 354 students, correlations between quop-L2 and a standardized reading test, teacher judgments, measures of intelligence, and mathematics provided evidence for quop-L2’s convergent and discriminant validity. The equivalent tests were strictly invariant over time. Most importantly, results of structural equation models showed that progress in the quop-L2 assessment at the sentence and text levels was related to growth in standardized reading tests assessed at the beginning and end of the school year. Thus, results indicate that quop-L2 can reliably and validly assess students’ actual reading performance and progress.

Relationships among the Ready or Not Parental Checklist for School Readiness, the Brigance Kindergarten and First Grade Screen, and Sra Scores

1991 ◽  
Vol 73 (3) ◽  
pp. 859-862 ◽  
Author(s):  
Elaine Campbell ◽  
Terri Schellinger ◽  
John Beer
Keyword(s):  
School Districts ◽  
School Readiness ◽  
Analysis Of Variance ◽  
First Grade ◽  
Composite Score ◽  
Screening Instruments ◽  
Multiple Sources ◽  
North Central ◽  
And Performance ◽  
And Mathematics

73 children (38 boys, 35 girls) from rural north central Kansas school districts participated in a study comparing measures of school readiness and performance. The children's parents completed the Ready or Not checklist while all 73 children were given the Brigance K & 1 Screen. Once in kindergarten all children were administered the SRA Survey of Basic Skills. Analysis of variance of the Composite score and scores on reading and mathematics as well as the educational ability quotient indicated no significant associations of gender. Parents rated the readiness of children as very probable while on the Brigance the children performed in the higher-than-average range. These two scores gave similar results over-all and correlated significantly with the SRA scores (the better children scored on the Brigance or were rated by a parent on the Ready or Not, the better they performed on the SRA survey). These devices can be used as screening instruments to collect information about children's readiness from more than one source (parental checklist and observation of a child's performance). When multiple sources having nonidentical bases are used, more valid judgments can be made about children's readiness for school.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

scholarly journals Performance on the ROCF at 8 Years Predicts Academic Achievement at 16 Years in Individuals with Dextro-Transposition of the Great Arteries

2021 ◽  
pp. 1-8
Author(s):  
Matthew E. Fasano-McCarron ◽  
Jane Holmes Bernstein ◽  
Deborah P. Waber ◽  
Jane W. Newburger ◽  
David R. DeMaso ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
Academic Skills ◽  
Spatial Problem ◽  
Complex Figure ◽  
Visual Spatial ◽  
Dependent Variables ◽  
Individual Achievement ◽  
And Mathematics ◽  
Problem Solving Task

Abstract Objective: This study examined longitudinal associations between performance on the Rey–Osterrieth Complex Figure–Developmental Scoring System (ROCF-DSS) at 8 years of age and academic outcomes at 16 years of age in 133 children with dextro-transposition of the great arteries (d-TGA). Method: The ROCF-DSS was administered at the age of 8 and the Wechsler Individual Achievement Test, First and Second Edition (WIAT/WIAT-II) at the ages of 8 and 16, respectively. ROCF-DSS protocols were classified by Organization (Organized/Disorganized) and Style (Part-oriented/Holistic). Two-way univariate (ROCF-DSS Organization × Style) ANCOVAs were computed with 16-year academic outcomes as the dependent variables and socioeconomic status (SES) as the covariate. Results: The Organization × Style interaction was not statistically significant. However, ROCF-DSS Organization at 8 years was significantly associated with Reading, Math, Associative, and Assembled academic skills at 16 years, with better organization predicting better academic performance. Conclusions: Performance on the ROCF-DSS, a complex visual-spatial problem-solving task, in children with d-TGA can forecast academic performance in both reading and mathematics nearly a decade later. These findings may have implications for identifying risk in children with other medical and neurodevelopmental disorders affecting brain development.

scholarly journals Greater female first author citation advantages do not associate with reduced or reducing gender disparities in academia

2020 ◽  
Vol 1 (3) ◽  
pp. 1283-1297
Author(s):  
Mike Thelwall ◽  
Pardeep Sud
Keyword(s):  
United States ◽  
New Zealand ◽  
The United States ◽  
The United Kingdom ◽  
Science Technology ◽  
Small Fields ◽  
English Speaking ◽  
Author Citation ◽  
And Mathematics ◽  
Weak Tendency

Ongoing problems attracting women into many Science, Technology, Engineering and Mathematics (STEM) subjects have many potential explanations. This article investigates whether the possible undercitation of women associates with lower proportions of, or increases in, women in a subject. It uses six million articles published in 1996–2012 across up to 331 fields in six mainly English-speaking countries: Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States. The proportion of female first- and last-authored articles in each year was calculated and 4,968 regressions were run to detect first-author gender advantages in field normalized article citations. The proportion of female first authors in each field correlated highly between countries and the female first-author citation advantages derived from the regressions correlated moderately to strongly between countries, so both are relatively field specific. There was a weak tendency in the United States and New Zealand for female citation advantages to be stronger in fields with fewer women, after excluding small fields, but there was no other association evidence. There was no evidence of female citation advantages or disadvantages to be a cause or effect of changes in the proportions of women in a field for any country. Inappropriate uses of career-level citations are a likelier source of gender inequities.

Noise Reduction by Using Composite Plate

2008 ◽  
Vol 47-50 ◽  
pp. 1229-1232
Author(s):  
C.W. Chau ◽  
Y.S. Choy ◽  
Kin Tak Lau ◽  
Yang Liu
Keyword(s):  
Noise Reduction ◽  
Carbon Fibers ◽  
Side Branch ◽  
Bending Stiffness ◽  
Composite Panel ◽  
Expansion Chamber ◽  
Noise Abatement ◽  
High Tension ◽  
And Performance ◽  
Very High

The plate silencer1 which consists of an expansion chamber with two side branch cavities covered by a light panel can achieve a desirable noise reduction in broadband theoretically. The concept is similar to drum silencer2. To attain optimal noise reduction, either the membrane should be of minimal weight while retaining very high tension or the panel should be kept with very high bending stiffness that is dependent on its geometry and mechanical properties. To achieve such goal, various kinds of composite system such as carbon fibers or aluminum were mounted on light core foam. A design of the composite panel which can provide a reduction in panel weight as well as enhance the bending stiffness, is introduced in this project. Predictions of the new model are to be compared with the normal foam plate in the aspects of noise reflection capability and performance of noise abatement apart from the material properties.

English Narrative Language Growth Across the School Year: Young Spanish–English Dual Language Learners

2018 ◽  
Vol 40 (1) ◽  
pp. 28-39 ◽  
Author(s):  
Carla Wood ◽  
Mary Claire Wofford ◽  
Clariebelle Gabas ◽  
Yaacov Petscher
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
First Grade ◽  
Developmental Differences ◽  
Dual Language Learners ◽  
School Year ◽  
Promising Tool ◽  
Language Growth ◽  
Story Elements

This study aimed to describe the narrative retell performance of dual language learners (DLLs) in the fall and spring of the school year and examine predictive relationships. Participants included 74 DLLs in kindergarten and first grade from low socioeconomic backgrounds. Microstructural measures included number of different words (NDW), words per minute (WPM), and verb accuracy. Macrostructural measures included number of total story elements and number of different types of story elements. Path analysis models were used to test the relations among variables. Findings indicated that narrative measures were sensitive to developmental differences across the school year. Fall NDW performance in narrative retells was moderately related to both spring NDW and the total number of macrostructural elements in the spring. Spring WPM was uniquely predicted by fall WPM. Authors concluded that narrative retells are sensitive to developmental differences across a school year for DLLs. Findings support the use of narrative retell measures as a promising tool to examine and describe English language growth of young DLLs within a school year.

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