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

• Autores: Callie W. Little, Christopher J. Lonigan, Beth M. Phillips
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 3, 2021, págs. 462-476
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • 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 nonsignificant individual differences during the late elementary-school period. For math-related skills, nonsignificant 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. (PsycInfo Database Record (c) 2021 APA, all rights reserved)