Journal

Journal of Research in Childhood Education: Predicting Reading Achievement through Progress Monitoring in Elementary School

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This longitudinal study examined the effectiveness of a progress monitoring method, namely the Multilayer Instruction Model-Progress (MIM-PM), which is a word reading fluency measure. It was used from 1st grade onward to predict the overall reading achievement of students in elementary school by tracking their reading achievement over the following six years. A total of 827 elementary school students in Japan participated in this study. At end of every other year_ 2nd, 4th, and 6th grades _ a standardized. Reading Test (RT) was administered to assess overall reading achievement. The relationship between each MIM-PM measure and RT was determined using the latent growth curve model (LGCM). Using the4 LGCM, we confirmed that the MIM-PM had an acceptable fit for use in the prediction model for RT from 2nd to 6th grades. The MIM-PM slope explained the intercept of RT, rather than that of MIM-PM. Thus, it can assist in predicting reading achievement in the later grades based on word reading fluency, as well as monitor students' progress from an early stage of the educational process.

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Detail Information

Series Title

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Call Number

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Publisher

: ., c2024

Collation

Vol.38 N0.1, p. 14-29

Language

English

ISBN/ISSN

0256-8453

Classification

NONE

Content Type

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Media Type

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Carrier Type

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Edition

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Subject(s)

Elementary schools
Fluency
Japanese Education
Latent Growth Curve Model
Progress monitoring
word reading

Specific Detail Info

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Statement of Responsibility

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