How Much Growth Can We Expect? A Conditional Analysis of R—CBM Growth Rates by Level of Performance

2007 ◽  
Vol 74 (1) ◽  
pp. 71-84 ◽  
Author(s):  
Benjamin Silberglitt ◽  
John M. Hintze
Keyword(s):  
Hierarchical Linear Modeling ◽  
Growth Rates ◽  
Initial Level ◽  
Curriculum Based Measurement ◽  
Reading Growth ◽  
Linear Modeling ◽  
Reading Curriculum ◽  
Benchmark Assessments ◽  
Performance Results ◽  
Rates Of Growth

This study examined the reading growth rates of 7,544 students in Grades 2–6, measured over 1 year using Reading—Curriculum-Based Measurement (R—CBM) benchmark assessments administered in the fall, winter, and spring. The authors used hierarchical linear modeling to establish and compare student rates of growth within each grade level based on initial level of performance. Results suggest that growth rates vary significantly, conditional on initial level of performance, with much lower rates of growth for students at the bottom and top of the distribution. Implications for using R—CBM in a response-to-intervention model are discussed.

Effects of Curriculum within Curriculum-Based Measurement

1991 ◽  
Vol 58 (3) ◽  
pp. 232-243 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Stanley L. Deno
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Growth Rates ◽  
Grade Level ◽  
Criterion Validity ◽  
Difficulty Level ◽  
Curriculum Based Measurement ◽  
Reading Curriculum ◽  
Developmental Growth ◽  
Technical Features

This study assessed the effects of curriculum on technical features within curriculum-based measurement in reading. Curriculum was defined as the difficulty of material and the basal series from which students read. Technical features were the criterion validity and developmental growth rates associated with the measurement. Ninety-one students took a commercial, widely used test of reading comprehension and read orally for 1 minute from each of 19 passages, one from each grade level within two reading series. Correlations between the oral reading samples and the test of reading comprehension were similar across difficulty levels and across series. Developmental growth rates also remained strong regardless of difficulty level and series.

Effects of Developmental Age on Symptom Reporting and Neurocognitive Performance in Youth After Sports-Related Concussion Compared to Control Athletes

2018 ◽  
Vol 33 (7) ◽  
pp. 474-481 ◽  
Author(s):  
Donna L. Murdaugh ◽  
Kim E. Ono ◽  
Sarah O. Morris ◽  
Thomas G. Burns
Keyword(s):  
Hierarchical Linear Modeling ◽  
Cognitive Testing ◽  
Symptom Reporting ◽  
Neurocognitive Performance ◽  
Linear Modeling ◽  
History Of ◽  
Concussion Recovery ◽  
Unique Predictor ◽  
Performance Results ◽  
And Control

There is increased necessity to focus research on school-aged athletes with sports-related concussion (SRC). This study assessed differences in symptom reporting and neurocognitive performance in youth athletes who sustained a sports-related concussion. A total of 1345 concussed and 3529 nonconcussed athletes (ages 8-21) completed the Immediate Post-concussive Assessment and Cognitive Testing (ImPACT). Analyses of covariance were conducted in order to assess differences in neurocognitive performance and symptom reporting between the sports-related concussion and control groups across age ranges. Longitudinal hierarchical linear modeling was employed to examine age and its relationship with rates of sports-related concussion recovery in neurocognitive performance. Results revealed athletes aged 13 to 15 had significantly lower neurocognitive performance scores compared to same-aged athletes without a history of sports-related concussion. With respect to the hierarchical linear modeling results, age was identified as a unique predictor of symptom recovery, particularly for ages 8 to 12. Results provide a better understanding of typical symptom reporting and neurocognitive outcomes for younger athletes across different ages.

The Relationship Between Leader–Member Exchange and Employees’ Proactive Behaviors

2019 ◽  
Vol 18 (2) ◽  
pp. 106-111
Author(s):  
Fong-Yi Lai ◽  
Szu-Chi Lu ◽  
Cheng-Chen Lin ◽  
Yu-Chin Lee
Keyword(s):  
Hierarchical Linear Modeling ◽  
Future Research ◽  
Leader Member Exchange ◽  
Voice Behavior ◽  
Linear Modeling ◽  
Team Members ◽  
Member Exchange ◽  
Multi Temporal ◽  
The Relationship ◽  
Practical Implications

Abstract. The present study proposed that, unlike prior leader–member exchange (LMX) research which often implicitly assumed that each leader develops equal-quality relationships with their supervisors (leader’s LMX; LLX), every leader develops different relationships with their supervisors and, in turn, receive different amounts of resources. Moreover, these differentiated relationships with superiors will influence how leader–member relationship quality affects team members’ voice and creativity. We adopted a multi-temporal (three wave) and multi-source (leaders and employees) research design. Hypotheses were tested on a sample of 227 bank employees working in 52 departments. Results of the hierarchical linear modeling (HLM) analysis showed that LLX moderates the relationship between LMX and team members’ voice behavior and creative performance. Strengths, limitations, practical implications, and directions for future research are discussed.

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