Using change scores to examine dynamics in reading research
Using change scores to examine dynamics in reading research
Dual change score models or latent difference scores can accommodate nonlinear individual processes, but have not seen wide application in reading research. Bivariate and trivariate extensions can capture differential change across constructs as leading or lagging influences. These models open interesting questions not only of co-development, but of treatment, summer learning, bilingualism, and disability. The current symposium highlights innovative applications in language and reading. The first presentation gives an overview of change score models, their relation to standard growth models, and an application of a bivariate model for reading real words versus nonwords. The second presentation examines summer setback for students learning Spanish and English. The third presentation examines intervention effects for language and self-regulation. The fourth examines school differences in the effect of African American dialect on the co-development of reading and writing. The fifth presentation examines performance discrepancies in three phonological awareness skills for students with disabilities.