Conventional and Piecewise Growth Modeling Techniques: Applications and Implications for Investigating Head Start Children’s Early Literacy Learning

This article reviews the mechanics of conventional and piecewise growth models to demonstrate the unique affordances of each technique for examining the nature and predictors of children’s early literacy learning during the transition from preschool through first grade. Using the nationally represen...

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Bibliographic Details
Published in:Evaluation Review 2011-06, Vol.35 (3), p.204-239
Main Authors: Hindman, Annemarie H., Cromley, Jennifer G., Skibbe, Lori E., Miller, Alison L.
Format: Article
Language:English
Subjects:
Child
Child Development
Child Language
Child, Preschool
Children
Children & youth
Classrooms
Cohort analysis
Cohort Studies
Disadvantaged Youth
Early Childhood Environment Rating Scale
Early Intervention (Education) - statistics & numerical data
Education
Educational Measurement
Educational policy
Educational research
Elementary School Students
Emergent Literacy
Evaluation research
Family
Female
Grade 1
Growth models
Head Start Family and Child Experiences Survey
Health technology assessment
Humans
Influences
Kindergarten
Learning
Literacy
Literacy skills
Longitudinal Studies
Male
Models, Statistical
National Household Education Survey
Outcome and Process Assessment (Health Care)
Policy analysis
Poverty
Predictor Variables
Preschool Children
Preschool Education
Primary education
Project Head Start
Reading
Reading instruction
Schools
Skill Development
Skills
Statistical Analysis
Surveys
Transitions
U.S.A
United States
Woodcock Johnson Psycho Educational Battery
Citations: Items that this one cites
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Description
Summary:This article reviews the mechanics of conventional and piecewise growth models to demonstrate the unique affordances of each technique for examining the nature and predictors of children’s early literacy learning during the transition from preschool through first grade. Using the nationally representative Family and Child Experiences Survey (FACES) data set, 1997 cohort, the authors show how piecewise models revealed discrete contributions of child, family, and classroom experiences to children’s literacy skills within particular years, whereas conventional models, which considered the whole 3-year trajectory of change as a single outcome, revealed fewer of these nuanced contributions.
ISSN:0193-841X
1552-3926
DOI:10.1177/0193841X11412068