TY - JOUR
T1 - The course and malleability of reading achievement in elementary school
T2 - The application of growth curve modeling in the evaluation of a mastery learning intervention
AU - Crijnen, Alfons A.M.
AU - Feehan, Michael
AU - Kellam, Sheppard G.
N1 - Funding Information:
ACKNOWLEDGMENTS: These analyses were conducted while dr. Crijnen was the recipient of a TALENT stipend from the Netherlands Organization for Scientific Research, and dr. Feehan held Health Research Council of New Zealand Overseas Research and Repatriation Fellowships. The studies on which this article is based have been supported by grants from the National Institute of Mental Health P50 MH38275, Epidemiologic Prevention Center for Early Risk Behavior and 1R01 MH42968, Periodic Outcome of Two Preventive Trials. The authors wish to thank the children, their patents and teachers who generously participated in the prevention research program conducted by the Baltimore City Public Schools and the Johns Hopkins University Prevention Research Center The authors would also like to thank Dr. Walter Amprey, Superintendent of Baltimore City Public Schools for their support; Dr. Lawrence Dolan, Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, who developed and implemented the Mastery Learning intervention; Dr. L. Dolan, Dr. J. Hoeksma (Department of Developmental Psychology, Free University, Amsterdam, the Netherlands), Dr. L. Mayer, Dr. N. Ialongo, and Dr. G. Rebok (Department of Mental Hygiene, Johns Hopkins School of Hygiene and Public Health) for their comments on analyses and an earlier version of the manuscript; and Ms. F. Regan (Prevention Research Center) for editorial comment on the article.
PY - 1998
Y1 - 1998
N2 - In a defined cohort of 363 Baltimore children, the growth of reading achievement over elementary school was found to follow a non-linear, cubic function. Subsequently, a Mastery Learning (ML) intervention designed to improve reading achievement was evaluated. Over first grade, a significant positive intervention effect was found with considerably more children in the ML condition making the expected achievement gain. However, the Growth Curve Model (GCM) of reading achievement for ML in later elementary school had a flatter slope than GCM for control children. This result was likely due to the finding that the GCM for those in the ML condition who failed to respond to the intervention in the short-term had a comparatively poorer outcome than the remaining children in both the ML and control conditions. Results are discussed within the framework of "Matthew-effects" which result in rich-get-richer and poor-get-poorer patterns of reading achievement.
AB - In a defined cohort of 363 Baltimore children, the growth of reading achievement over elementary school was found to follow a non-linear, cubic function. Subsequently, a Mastery Learning (ML) intervention designed to improve reading achievement was evaluated. Over first grade, a significant positive intervention effect was found with considerably more children in the ML condition making the expected achievement gain. However, the Growth Curve Model (GCM) of reading achievement for ML in later elementary school had a flatter slope than GCM for control children. This result was likely due to the finding that the GCM for those in the ML condition who failed to respond to the intervention in the short-term had a comparatively poorer outcome than the remaining children in both the ML and control conditions. Results are discussed within the framework of "Matthew-effects" which result in rich-get-richer and poor-get-poorer patterns of reading achievement.
UR - http://www.scopus.com/inward/record.url?scp=0032325178&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0032325178&partnerID=8YFLogxK
U2 - 10.1016/S1041-6080(99)80138-1
DO - 10.1016/S1041-6080(99)80138-1
M3 - Article
AN - SCOPUS:0032325178
SN - 1041-6080
VL - 10
SP - 137
EP - 157
JO - Learning and Individual Differences
JF - Learning and Individual Differences
IS - 2
ER -