Analysis of the Effectiveness of Educational Context Variables on Reading Achievement Levels

2015 ◽  
Vol 36 ◽  
pp. 149-175
Author(s):  
Hye-Young Park ◽  
Hyun-Jung Im
Keyword(s):  
Reading Achievement ◽  
Educational Context ◽  
Context Variables ◽  
Achievement Levels

Perceptual Shifting and Set in Normal School Children of Different Reading Achievement Levels

1960 ◽  
Vol 10 (3) ◽  
pp. 187-192 ◽  
Author(s):  
Shirley Raab ◽  
Martin Deutsch ◽  
Alfred M. Freedman
Keyword(s):  
Reading Achievement ◽  
School Children ◽  
Normal School ◽  
Achievement Levels

Categorization Behavior and Achievement in Deaf and Hearing Children

1967 ◽  
Vol 34 (4) ◽  
pp. 241-250
Author(s):  
Toby Roslyn Silverman
Keyword(s):  
Reading Achievement ◽  
Special Class ◽  
Deaf Child ◽  
Achievement Test ◽  
Deaf Children ◽  
Language Performance ◽  
Hearing Children ◽  
Triple Mode ◽  
Achievement Levels

The Triple Mode Test of Categorization, developed to measure three major modes of categorization postulated by Vygotsky, and the Stanford Reading Achievement Test, were administered to 313 hearing children, 225 typically deaf children, and 21 special class deaf children. Modes of categorization were studied at different age and achievement levels. For the deaf children, superordinate and associate responding decreased with increasing age, while functional responding increased. For hearing children, increasing age was accompanied by increased superordinate responding, decreased associative responding, and stable functional responding. Other results are also discussed. The conclusions suggest that deficiencies in categorization behavior may contribute to deficient language performance in the deaf child.

The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models

Assessment ◽  
2022 ◽  
pp. 107319112110696
Author(s):  
Geetanjali Basarkod ◽  
Herbert W. Marsh ◽  
Baljinder K. Sahdra ◽  
Philip D. Parker ◽  
Jiesi Guo ◽  
...  
Keyword(s):  
Reading Achievement ◽  
Structural Equation ◽  
Large Scale ◽  
Structural Equation Models ◽  
Student Assessment ◽  
Cognitive Testing ◽  
Self Concept ◽  
International Student Assessment ◽  
High Competence ◽  
Achievement Levels

For results from large-scale surveys to inform policy and practice appropriately, all participants must interpret and respond to items similarly. While organizers of surveys assessing student outcomes often ensure this for achievement measures, doing so for psychological questionnaires is also critical. We demonstrate this by examining the dimensionality of reading self-concept—a crucial psychological construct for several outcomes—across reading achievement levels. We use Programme for International Student Assessment 2018 data ( N = 529,966) and local structural equation models (LSEMs) to do so. Results reveal that reading self-concept dimensions (assessed through reading competence and difficulty) vary across reading achievement levels. Students with low reading achievement show differentiated responses to the two item sets (high competence–high difficulty). In contrast, students with high reading achievement have reconciled responses (high competence–low difficulty). Our results highlight the value of LSEMs in examining factor structure generalizability of constructs in large-scale surveys and call for greater cognitive testing during item development.

scholarly journals Exploration of Effects of Educational Context Variables on School Life Happiness

2015 ◽  
Vol 18 (2) ◽  
pp. 153-182 ◽  
Author(s):  
Ki-Ja Si ◽  
Seul-Ki Koo ◽  
Nam-Wook Koo ◽  
Jin-Ah Shin ◽  
In-Yong Park ◽  
...  
Keyword(s):  
Educational Context ◽  
School Life ◽  
Context Variables
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