Trajectories of Math and Reading Achievement in Low Achieving Children in Elementary School: Effects of Early and Later Retention in Grade.
Trajectories of Math and Reading Achievement in Low Achieving Children in Elementary School: Effects of Early and Later Retention in Grade.
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DOI：
10.1037/a0027571
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发表时间：
2012-08
影响因子：
4.9
通讯作者：
Hughes, Jan N.
中科院分区：
文献类型：
--
作者：
Moser, Stephanie E.;West, Stephen G.;Hughes, Jan N.
本研究旨在探讨小学一年级学生在数学和阅读成绩上的发展轨迹，以及在一年级（1-5年级）的保留或提升对这两个方面的影响。从一个大的多民族样本（n = 784）的儿童谁是低于中位数的识字在学校入学，363名儿童谁是促进（n = 251）或保留（n = 112）在一年级可以成功地匹配72个背景变量。每年使用Woodcock-Johnson W分数测量成绩;保留儿童的分数向后移动一年，以便进行同级比较。采用纵向生长曲线分析，比较了晋升和留任儿童的数学和阅读成绩的轨迹。留守儿童在一年的学习成绩上有提高，但这种提高在小学结束时完全消失。随后保留在2年级，3年级和4年级，并放置在特殊教育的样本在小学几年的模式也被描述和他们的影响进行了探讨。被认为是低成就儿童的干预措施的政策影响。
This study investigated the effects of retention or promotion in first grade on growth trajectories in mathematics and reading achievement over the elementary school years (grades 1–5). From a large multiethnic sample (n = 784) of children who were below the median in literacy at school entrance, 363 children who were either promoted (n = 251) or retained (n = 112) in first grade could be successfully matched on 72 background variables. Achievement was measured annually using Woodcock-Johnson W scores; scores of retained children were shifted back one year to permit same-grade comparisons. Using longitudinal growth curve analysis, trajectories of math and reading scores for promoted and retained children were compared. Retained children received a one year boost in achievement; this boost fully dissipated by the end of elementary school. The pattern of subsequent retention in grades 2, 3 and 4 and placement in special education of the sample during the elementary school years is also described and their effects are explored. Policy implications for interventions for low achieving children are considered.
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影响因子：
2
作者：
Rubin, Donald B.
通讯作者：
Rubin, Donald B.
影响因子：
4
作者：
Li-Grining, Christine P.;Votruba-Drzal, Elizabeth;Haas, Kelly
通讯作者：
Haas, Kelly
影响因子：
3.4
作者：
Allen CS;Chen Q;Willson VL;Hughes JN
通讯作者：
Hughes JN
DOI：
10.2307/2981697
发表时间：
1984-01-01
影响因子：
2
作者：
ROSENBAUM, PR
通讯作者：
ROSENBAUM, PR
影响因子：
4.9
作者：
Landry, Susan H.;Anthony, Jason L.;Monseque-Bailey, Pauline
通讯作者：
Monseque-Bailey, Pauline