Contextual effects on predicting risk for reading difficulties in first and second grade
Contextual effects on predicting risk for reading difficulties in first and second grade
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DOI：
10.1007/s11145-007-9079-5
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发表时间：
2008-06-01
影响因子：
2.5
通讯作者：
Francis, David
中科院分区：
文献类型：
--
作者：
Foorman, Barbara R.;York, Mary;Francis, David
本研究利用早期阅读评估数据，从210个城市和农村学校在得克萨斯州的随机试验，检查在一年级和二年级的风险预测的背景影响。主要目的是研究（a）个体差异，（B）一年级教室，（c）一年级和二年级教师的配对在确定二年级单词阅读和流利性方面的作用。第二个目标是调查评估的管理格式（纸张，纸张加桌面，手持设备加桌面）或教师支持的水平（网络辅导，没有辅导）是否调节了预测。事实证明，这些调节变量并不显着。随后的分析发现，学生预测和预测课堂平均值的组合是一个更好的预测比学生预测单独。此外，学生成绩的影响因教师而异。平均而言，组内相关性（ICC）范围为6%至17%。课堂一级的ICC差异比学校一级的大得多，城市学校的差异是农村学校的两倍。
This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper, paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction. These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level were much greater than at the school level, and differences in urban schools were twice that of rural schools.