Differential patterns of growth in reading and math skills during elementary school.

Published on Apr 1, 2021in Journal of Educational Psychology
· DOI :10.1037/EDU0000635
Callie W. Little6
Estimated H-index: 6
(UNE: University of New England (Australia)),
Christopher J. Lonigan73
Estimated H-index: 73
(FSU: Florida State University),
Beth M. Phillips31
Estimated H-index: 31
(FSU: Florida State University)
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Abstract
This study investigated developmental trajectories of reading and math using latent-growth-curve analyses across multiple academic skills, measures, and multiple time periods within a single sample. Reading-related growth was marked by significant individual differences during the early elementary-school period and non-significant individual differences during the late elementary-school period. For math-related skills, non-significant individual differences were present for early math growth and significant individual differences were present in late elementary-school. No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills. These differing growth patterns highlight developmental complexities and suggest domain-specific differences in achievement growth that are potentially associated with contextual factors.
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