Reading Ability Development from Kindergarten to Junior Secondary: Latent Transition Analyses with Growth Mixture Modeling

Liu, Yuan; Liu, Hongyun; Hau, Kit‐Tai

doi:10.3389/fpsyg.2016.01659

Cited by 13 publications

(3 citation statements)

References 58 publications

(76 reference statements)

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“…Both LCA and LTA have been applied to problems in the social and behavioral sciences, education, and public health. Some exemplary papers can be found in social and behavioral sciences (Bergman and Magnusson, 1997 ; Todd and Houston, 2013 ; Jagenow et al, 2015 ; Sagoe et al, 2017 ), medicine and public health (Guo et al, 2009 ; Cochran et al, 2015 ; Cosden et al, 2015 ; Kenzik et al, 2015 ), and education (Goldweber et al, 2011 ; Schweizer et al, 2014 ; Williford et al, 2014 ; Ryoo et al, 2015 ; Liu et al, 2016 ). LCA and LTA have been often called, “person-centered analyses” because LCA and LTA use response patterns of observed variables to assign individuals to unobserved latent groups (Bye and Schechter, 1986 ; Collins and Wugalter, 1992 ; Bergman and Magnusson, 1997 ; Masyn, 2013 ).…”

Section: When To Use Ltamentioning

confidence: 99%

Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data

et al. 2018

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Applications of latent transition analysis (LTA) have emerged since the early 1990s, with numerous scientific findings being published in many areas, including social and behavioral sciences, education, and public health. Although LTA is effective as a statistical analytic tool for a person-centered model using longitudinal data, model building in LTA has often been subjective and confusing for applied researchers. To fill this gap in the literature, we review the components of LTA, recommend a framework of fitting LTA, and summarize what acceptable model evaluation tools should be used in practice. The proposed framework of fitting LTA consists of six steps depicted in Figure 1 from step 0 (exploring data) to step 5 (fitting distal variables). We also illustrate the framework of fitting LTA with data on concerns about school bullying from a sample of 1,180 students ranging from 5th to 9th grade (mean age = 12.2 years, SD = 1.29 years at Time 1) over three semesters. We identified four groups of students with distinct patterns of bullying concerns, and found that their concerns about bullying decreased and narrowed to specific concerns about rumors, gossip, and social exclusion over time. The data and command (syntax) files needed for reproducing the results using SAS PROC LCA and PROC LTA (Version 1.3.2) (2015) and Mplus 7.4 (Muthén and Muthén, 1998–2015) are provided as online supplementary materials.

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Section: When To Use Ltamentioning

confidence: 99%

Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data

et al. 2018

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“…One of the most documented risk factors for lower academic performance in the early years is economic disadvantage (Halle et al, 2009;Pratt et al, 2016). Children from economically disadvantaged backgrounds enter school with lower academic skills compared to their higher-income peers (Lee and Burkham, 2002;Dotterer et al, 2012), and this difference persists through the middle (Liu et al, 2016) and high school years (Duncan et al, 2019). A study of reading achievement found that economically disadvantaged children in the low ability reading group in early elementary had a low probability of transitioning to the higher ability group through grade 8 (Liu et al, 2016).…”

Section: Risk Factors For Lower Achievement In Early Childhoodmentioning

confidence: 99%

“…Children from economically disadvantaged backgrounds enter school with lower academic skills compared to their higher-income peers (Lee and Burkham, 2002;Dotterer et al, 2012), and this difference persists through the middle (Liu et al, 2016) and high school years (Duncan et al, 2019). A study of reading achievement found that economically disadvantaged children in the low ability reading group in early elementary had a low probability of transitioning to the higher ability group through grade 8 (Liu et al, 2016). Children from low-income households also face challenges in long-term achievement, such as applying to and enrolling in post-secondary opportunities (Hardy and Marcotte, 2022).…”

Section: Risk Factors For Lower Achievement In Early Childhoodmentioning

confidence: 99%

Exploring classroom practices associated with greater student engagement that may benefit low-income students in the early grades

Christopher

Newman

2022

Front. Educ.

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Previous research has identified specific classroom practices that are associated with greater academic and self-regulation gains for students in prekindergarten (PreK) and kindergarten (K) classrooms. These practices include reducing time in transition, more time in sequential activities, more opportunities for associative and cooperative interactions, more math, teachers’ using higher levels of instruction, positive classroom climate, and more teacher listening to children. This cross-sectional study aims to determine whether these specific classroom practices are associated with higher student engagement. A secondary goal was to examine whether economically disadvantaged (ED) students in more engaged classrooms scored higher on measures of math, language, and literacy. Researchers collected individual student assessment data in math, language, and literacy for a sample of 407 PreK and K students and conducted day-long observations in their classrooms. In addition to collecting behavioral count data on the focal classroom practices, observers rated students’ engagement across the day. Results revealed that students who experienced more of the beneficial classroom practices also showed higher engagement. Covariate-adjusted standardized mean difference effect sizes showed the greatest differences for transition time, sequential activities, associative and cooperative interactions, teachers’ listening, the amount of instruction, behavior approvals, and teacher tone, indicating that students experiencing more of these practices were more engaged than students experiencing fewer of these practices. To address our secondary goal of exploring between-group differences on assessments, we created groups based on ED status and engagement (operationalized using a median split for student engagement). While assessment scores were higher for non-ED students than ED students, regardless of their level of engagement, based on the literature researchers expected that ED students who were more engaged would have higher scores on assessments than their less engaged counterparts. Contrary to this hypothesis, there were few differences across groups. The largest positive effect sizes were for math and vocabulary. ED students with higher engagement had lower, not higher, scores on measures of literacy and passage comprehension. However, the magnitude of these effect sizes was small. Results provide preliminary evidence that these specific classroom practices are associated with greater student engagement.

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Effects of Distance and Shape on the Estimation of the Piecewise Growth Mixture Model

Yuan

Liu

2019

J Classif

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Reading Ability Development from Kindergarten to Junior Secondary: Latent Transition Analyses with Growth Mixture Modeling

Cited by 13 publications

References 58 publications

Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data

Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data

Exploring classroom practices associated with greater student engagement that may benefit low-income students in the early grades

Effects of Distance and Shape on the Estimation of the Piecewise Growth Mixture Model

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