Effect of the number of categories, number of time-points, and sample size on the recovery of random-effect ordinal regression model parameters

Hung, Lai-Fa; Huang, Chung-Ming

doi:10.1080/09720510.2011.10701607

Cited by 2 publications

(1 citation statement)

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“…Our use of ordinal regression is justified because DLLP progressions may be thought of as coarse representations of continuous underlying variables (Bauer & Sterba, 2011). In addition, treating ordinal outcomes as continuous may be problematic, and as the descriptives in Figure 1 show, our outcomes are not normally distributed (Ali et al, 2016;Bauer & Sterba, 2011;Hung & Huang, 2011). Finally, treating ordinal outcomes as continuous in scenarios when data are nested may exacerbate issues related to inflated or spurious estimates of random slope and random quadratic variances (see Bauer & Cai, 2009;and Bauer & Sterba, 2011, for more information), both of which are relevant to RQ1 concerning DLLP growth patterns.…”

Section: Bayesian Framework Overviewmentioning

confidence: 99%

Bilingual oral language development among dual language immersion students: Use of a Bayesian approach with language learning progressions

Ryan,

Botter,

Luna

et al. 2024

Applied Psycholinguistics

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The dual language development of dual language immersion (DLI) students, although often examined at the domain level (e.g., listening or reading), remains understudied for more specific skills (e.g., word, sentence, or discourse). This study examines the eleven-month progression of oral language skills in a picture description task in two languages (French and English) for early-elementary (Transitional Kindergarten through first grade) DLI students (N = 42). Using Bayesian methods, which estimate parameters using both the data and prior information, we describe French and English growth patterns as measured by learning progressions whose focus is on language features at the word, sentence, and discourse levels. For French oral language, we found evidence of meaningful positive linear growth for all language features, whereas for English oral language, meaningful linear positive growth was only detected for sophistication of topic vocabulary. Overall, coming from a French-speaking household was associated with steeper French oral language trajectories, but coming from an English-only household did not specifically impact English oral language trajectories. In both languages, grade level influenced the trajectories of some—but not all—features. We conclude with theoretical and practical implications, advocating for a language progression approach in instruction and research on bilingualism.

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