18 results on '"Dongil Kim"'
Search Results
2. The Subclassification of Youth Clinical Group with Borderline Intellectual Functioning
- Author
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Dongil Kim, Yeonjae Lee, Eunhye Han, Jieun Hwang, Yeji An, Hyejung Koh, and Yujeong Park
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Cultural Studies ,Pulmonary and Respiratory Medicine ,History ,Visual Arts and Performing Arts ,General Chemical Engineering ,Strategy and Management ,General Mathematics ,General Chemistry ,Cell Biology ,Education ,Cellular and Molecular Neuroscience ,Philosophy ,Geophysics ,Geochemistry and Petrology ,General Earth and Planetary Sciences ,Cardiology and Cardiovascular Medicine ,Law ,Molecular Biology ,Social Sciences (miscellaneous) ,Music ,General Environmental Science - Published
- 2023
3. Latent Profile of Internet and Internet Game Usage Among South Korean Adolescents During the COVID-19 Pandemic
- Author
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Dongil Kim, JeeEun Karin Nam, and Jun Won Lee
- Subjects
Behavioral addiction ,Coronavirus disease 2019 (COVID-19) ,Casual ,Internet addiction ,Internet privacy ,education ,RC435-571 ,Sample (statistics) ,South Korea ,Pandemic ,medicine ,sex ,adolescents ,Original Research ,Psychiatry ,Internet gaming ,business.industry ,ComputingMilieux_PERSONALCOMPUTING ,Mental health ,Neuroticism ,Psychiatry and Mental health ,The Internet ,medicine.symptom ,Psychology ,business ,human activities ,mental health - Abstract
Introduction: Globally, more people are spending time on the Internet and gaming since the outbreak of the Coronavirus Disease 2019 (COVID-19). Consequently, concerns about developing behavioral addiction of adolescents have been raised. Such risk could be greater for adolescents in South Korea where the majority of adolescents have access to the Internet and own a smartphone. In fact, statistics indicate that Korean youths are spending significantly more time on the Internet and gaming during the COVID-19 pandemic. Previous studies on the patterns of time spent on the Internet and Internet gaming show inconsistent results. The aim of this study is to investigate the latent profiles of the Internet and Internet game usage among adolescents in South Korea.Method: Data from a national survey on elementary and middle school students across South Korea were used. The sample consists of 3,149 respondents, and 2,984 responses were analyzed after removing missing responses. Latent profile analysis was performed to investigate the number of latent profiles for the Internet and Internet game usage time. To validate the profiles, differences in problematic gaming behavior, sex, and neuroticism were examined.Results: Seven profiles were found: Casual User, Moderate User, Smartphone User, Internet User, PC Internet Gamer, Heavy User, and Excessive User. Validation of the profiles indicated differences in problematic gaming behavior, sex, and neuroticism among selected profiles.Conclusion: This study presented different profiles of the Internet and Internet game usage among adolescents in South Korea. Profiles with higher game usage time scored higher in problematic game use compared to other profiles. Males were more likely to be in the profiles with high gaming time, and females were more likely to be in Internet and Smartphone User profiles. The results indicate that Internet and Internet gaming usage patterns could be classified by the type of device used and the content of the Internet.
- Published
- 2021
4. Evidence-based reading interventions for English language learners: A multilevel meta-analysis
- Author
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Young-Hee Cho, Sora Jeong, and Dongil Kim
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H1-99 ,Medical education ,Multidisciplinary ,Evidence-based practice ,Science (General) ,Evidenced-based intervention ,media_common.quotation_subject ,education ,Psychological intervention ,Ell ,English language learners ,Review Article ,Affect (psychology) ,Moderation ,Social sciences (General) ,Q1-390 ,Meta-analysis ,Reading ,Tier 2 network ,Reading (process) ,Psychology ,media_common - Abstract
The number of English Language Learners (ELLs) has been growing worldwide. ELLs are at risk for reading disabilities due to dual difficulties with linguistic and cultural factors. This raises the need for finding practical and efficient reading interventions for ELLs to improve their literacy development and English reading skills. The purpose of this study is to examine the evidence-based reading interventions for English Language Learners to identify the components that create the most effective and efficient interventions. This article reviewed literature published between January 2008 and March 2018 that examined the effectiveness of reading interventions for ELLs. We analyzed the effect sizes of reading intervention programs for ELLs and explored the variables that affect reading interventions using a multilevel meta-analysis. We examined moderator variables such as student-related variables (grades, exceptionality, SES), measurement-related variables (standardization, reliability), intervention-related variables (contents of interventions, intervention types), and implementation-related variables (instructor, group size). The results showed medium effect sizes for interventions targeting basic reading skills for ELLs. Medium-size group interventions and strategy-embedded interventions were more important for ELLs who were at risk for reading disabilities. These findings suggested that we should consider the reading problems of ELLs and apply the Tier 2 approach for ELLs with reading problems., English language learners, Evidenced-based intervention, Meta-analysis, Reading.
- Published
- 2021
5. Research on College Professors’ Perception of Classroom Disability Support Services in South Korea
- Author
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Hyeyoung Kim, Jeong Han Kim, and Dongil Kim
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Service (business) ,Medical education ,Higher education ,business.industry ,media_common.quotation_subject ,education ,General Medicine ,General Chemistry ,humanities ,Perception ,ComputingMilieux_COMPUTERSANDEDUCATION ,Psychology ,business ,Support services ,media_common - Abstract
The present study is designed to examine college professors’ perception of classroom disability support services. A survey questionnaire was developed to measure college professors’ perception of three areas including: 1) expanding higher education opportunities for students with disabilities, 2) types of classroom disability support services, and 3) barriers in providing services, and implemented with eighty-two college professors. Overall, results indicate that college professors are permissive in providing disability-related classroom support, although they showed differences in terms of the type and scope of service depending on the nature of the discipline. To improve college disability support service in South Korea, the present study suggests to increase educational opportunities such as booklets, guidelines, and training workshop, specifically designed for college professors who are not familiar with classroom disability support services.
- Published
- 2021
6. The Effects of Data-based Instruction (DBI) for Students with Learning Difficulties in Korea: A Single-subject Meta-analysis
- Author
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Dongil Kim and Seohyeon Choi
- Subjects
Cognitive Neuroscience ,Disabilities ,Science ,education ,Social Sciences ,Academic Skills ,Research and Analysis Methods ,Education ,Human Learning ,Learning and Memory ,Mathematical and Statistical Techniques ,Medical Conditions ,Sociology ,Literacy ,Intellectual Disability ,Republic of Korea ,Medicine and Health Sciences ,Learning ,Psychology ,Humans ,Statistical Methods ,Child ,Students ,Multidisciplinary ,Schools ,Learning Disabilities ,Statistics ,Cognitive Psychology ,Biology and Life Sciences ,Teachers ,Metaanalysis ,Professions ,Neurology ,Education, Special ,Physical Sciences ,People and Places ,Cognitive Science ,Medicine ,Population Groupings ,Curriculum ,Mathematics ,Research Article ,Neuroscience - Abstract
Data-based instruction (DBI) is an ongoing process to utilize students’ data for determining when and how to intensify intervention. It is an educational approach that is suggested as effective to enhance achievements of struggling learners, particularly for those who did not respond to intensive intervention in usual ways. In Korea, DBI was introduced and applied for students with learning difficulties especially since 2000 when the first Korea curriculum-based measurement (CBM) was developed as the name of Basic Academic Skills Assessment. Despite a number of studies accumulated since then, there has been a lack of research that examined the level of evidence-based practice (EBP) of DBI research. Thus, the present study sought to synthesize the DBI research so far in Korea by analyzing the effectiveness of DBI for school-aged students with learning difficulties via meta-analysis and evaluating the quality of the research. In this study, a total of 32 single-subject design studies were used. Multilevel meta-analysis revealed that the mean effect size of DBI was statistically significant (B = 1.34) and there was significant variance across participants in effect sizes. The results from the conditional model showed that exceptionality type, the number of sessions, and the length of each session were significantly accountable for the variability of effect sizes. In addition, the results of the qualitative analysis revealed the acceptable quality of the overall DBI research with some limitations. Based on these findings, implications and study limitations were discussed.
- Published
- 2021
7. Rapid automatized naming, word-level reading, and oral reading fluency in first-grade Korean readers at risk for reading difficulties
- Author
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Yujeong Park, Linda J. Lombardino, and Dongil Kim
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Alphanumeric ,media_common.quotation_subject ,Linguistics ,Education ,Fluency ,Reading (process) ,Word recognition ,Psychology ,Rapid automatized naming ,Word (group theory) ,At-risk students ,Hangul ,media_common ,Cognitive psychology - Abstract
This study was designed to investigate potential reading differences between low-achieving and typically achieving first-grade Korean-speaking children by (1) comparing their speed of lexical access on alphanumeric and non-alphanumeric tests of rapid automatized naming and (2) comparing relationships between the two groups’ performance on alphanumeric and non-alphanumeric tasks with their performance on component measures of reading. Twenty-seven low-achieving readers and 34 typically achieving readers participated in this study. The low-achieving readers performed significantly more slowly than their typically achieving reading peers on the four measures of rapid naming. The response rates for both alphanumeric naming tasks (digits and letters) showed strong negative correlations with oral reading fluency, while their response rates for the non-alphanumeric naming tasks (Color and Object naming) showed relatively weak relationships with reading measures for both groups. In regression equations, Letter naming tasks were uniquely associated with both word recognition and oral reading fluency. The utility of using alphanumeric naming tasks as indicators for identifying Korean Hangul readers who are at risk for reading disabilities is discussed.
- Published
- 2015
8. Exploring students at risk for reading comprehension difficulties in South Korea: the RTI approach applying latent class growth analysis
- Author
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HyeJung Koh, Jaehyun Shin, Heeju Kim, Woori Kim, Jaeho Lee, and Dongil Kim
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Response to intervention ,education ,Education ,Comprehension ,Curriculum-based measurement ,Reading comprehension ,Tier 2 network ,Learning disability ,medicine ,Mathematics education ,medicine.symptom ,Psychology ,Curriculum ,At-risk students - Abstract
The purpose of this study was to identify students at risk of reading comprehension difficulties by using the responsiveness to intervention (RTI) approach. The participants were 177 students in Grades 1–3 in three elementary schools in South Korea. The students received Tier 1 instruction of RTI from March to May 2011, and their performance was measured using a curriculum-based measurement, the BASA-Maze, at monthly intervals. Latent class growth analysis was employed to analyze the data. Results identified four empirically distinct classes for the first grade and five such classes for the second and third grades. Additionally, students were classified into groups of those who need (i.e., at-risk students) and those who do not need Tier 2 instructions for reading comprehension in each grade. The importance of RTI and the critical role of progress monitoring for early identification of comprehension difficulties were discussed, and suggestions for future research were provided.
- Published
- 2014
9. Epidemiology of Internet Behaviors and Addiction Among Adolescents in Six Asian Countries
- Author
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Norharlina Bahar, Kimberly S. Young, Roger C.M. Ho, Kwok-Kei Mak, Narae Aum, Milen S. Ramos, Hiroko Watanabe, Cecilia Cheng, Ching-Man Lai, and Dongil Kim
- Subjects
Cross-Cultural Comparison ,Male ,Asia ,Adolescent ,Social Psychology ,Cross-sectional study ,media_common.quotation_subject ,education ,Poison control ,Computer security ,computer.software_genre ,Suicide prevention ,Occupational safety and health ,Social Networking ,Risk-Taking ,Surveys and Questionnaires ,Humans ,Medicine ,Longitudinal Studies ,China ,Applied Psychology ,media_common ,Internet ,Schools ,business.industry ,Communication ,Addiction ,General Medicine ,Cross-cultural studies ,Computer Science Applications ,Behavior, Addictive ,Human-Computer Interaction ,Cross-Sectional Studies ,Adolescent Behavior ,Female ,The Internet ,business ,computer ,Demography - Abstract
Internet addiction has become a serious behavioral health problem in Asia. However, there are no up-to-date country comparisons. The Asian Adolescent Risk Behavior Survey (AARBS) screens and compares the prevalence of Internet behaviors and addiction in adolescents in six Asian countries. A total of 5,366 adolescents aged 12-18 years were recruited from six Asian countries: China, Hong Kong, Japan, South Korea, Malaysia, and the Philippines. Participants completed a structured questionnaire on their Internet use in the 2012-2013 school year. Internet addiction was assessed using the Internet Addiction Test (IAT) and the Revised Chen Internet Addiction Scale (CIAS-R). The variations in Internet behaviors and addiction across countries were examined. The overall prevalence of smartphone ownership is 62%, ranging from 41% in China to 84% in South Korea. Moreover, participation in online gaming ranges from 11% in China to 39% in Japan. Hong Kong has the highest number of adolescents reporting daily or above Internet use (68%). Internet addiction is highest in the Philippines, according to both the IAT (5%) and the CIAS-R (21%). Internet addictive behavior is common among adolescents in Asian countries. Problematic Internet use is prevalent and characterized by risky cyberbehaviors.
- Published
- 2014
10. Educational psychology as an evolving discipline: trends and synthesis in Asia Pacific Education Review
- Author
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Hye jung Koh, Su yeon Jo, Dongil Kim, Jee Eun Karin Nam, and Myeung chan Kim
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Educational research ,Asia pacific ,Content analysis ,Political science ,Pedagogy ,Educational psychology ,East Asia ,Social science ,Special education ,Discipline ,Education ,Qualitative research - Abstract
Educational psychology has seen rapid growth as an academic discipline in recent years. The current study reviewed research articles published in Asia Pacific Education Review (APER), a journal that has been gaining greater international recognition, to reveal recent trends in educational psychology research in Asia Pacific. Specifically, the study reviewed general (country, research methods and academic subject) and topical trends among 84 articles published in APER from 2005 to 2013. Findings of the study revealed that studies on diverse age groups were conducted in various countries. Although quantitative research greatly outnumbered qualitative research, qualitative research appeared to be increasingly accepted. Topics from special education and counseling were actively studied, with the greatest focus on learner characteristics highlighting individual differences. Outlined research trends and related discussions in this study may be useful for educational psychology researchers in East Asia.
- Published
- 2014
11. Exploring Relationship Between Word Identification and Passage Reading Fluency Within a Response to Intervention Framework: An Application of Latent Growth Modeling
- Author
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Gerald Tindal, Dongil Kim, and Jaehyun Shin
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Response to intervention ,Latent growth modeling ,media_common.quotation_subject ,education ,Structural equation modeling ,Education ,Developmental psychology ,Curriculum-based measurement ,Fluency ,Reading (process) ,Word recognition ,Developmental and Educational Psychology ,Psychology ,Word (group theory) ,media_common - Abstract
Identifying proper measure to monitor students' growth and understanding characteristics of growth patterns between different achieving groups are critical issues in terms of screening students at risk. To deal with this, we explored relationships of slopes and intercepts between word identification (ID) and passage reading fluency (reading aloud) measures in grade 2 to give answers to (1) What are the characteristics of growth patterns for the high, average, and low achieving group? (2) Do the intercept and the slope of word ID predict those of reading aloud? and (3) Do the three groups show different relation patterns between the measures? A total of 449 second graders in an Oregon school district were chosen, and two measures were administered for three time points. Latent growth modeling was applied to examine the growth patterns and the relationships between the intercepts and the slopes. The results were as follows: (1) the growth pattern in the low-achieving group was both low intercept and low slo...
- Published
- 2013
12. Exploring latent class based on growth rates in number sense ability
- Author
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Dongil Kim, Kijyung Lee, and Jaehyun Shin
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Response to intervention ,Number sense ,Education ,Developmental psychology ,Curriculum-based measurement ,Bayesian information criterion ,Class modeling ,Numeracy ,Learning disability ,Statistics ,medicine ,Entropy (information theory) ,medicine.symptom ,Psychology - Abstract
The purpose of this study was to explore latent class based on growth rates in number sense ability by using latent growth class modeling (LGCM). LGCM is one of the noteworthy methods for identifying growth patterns of the progress monitoring within the response to intervention framework in that it enables us to analyze latent sub-groups based not on an arbitrary cut-point but on each group’s growth pattern. Progress monitoring data for number sense were administered in four times for age of 4(n = 58), 5(n = 95), and 6(n = 58) children, by the measure named basic academic skill assessment: number sense developed to assess students’ number sense and includes Number identification, Missing number, Quantity discrimination and estimation. To perform LGCM analysis, M plus 5.0 was used, and Bayesian information criteria and entropy values were used as criteria to determine the number of sub-groups. Results showed that there were 2, 4, and 4 sub-groups according to each age group based on the growth patterns. Each group’s growth patterns were classified differently based on their initial performance and growth level. Advantages and limitations of using LGCM method to analyze latent groups’ growth patterns for screening and identifying children at risk were discussed.
- Published
- 2013
13. A synthesis on the research of the comorbidity of ADHD and LD in Korea: perspective and trend
- Author
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Boong-Nyun Kim, Eun-Young, Koh, Ienai Kim, Sora Jeong, Kijyung Lee, and Dongil Kim
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medicine.medical_specialty ,Future studies ,Perspective (graphical) ,Adhd group ,medicine.disease ,behavioral disciplines and activities ,Comorbidity ,Education ,Attention Problems ,mental disorders ,Learning disability ,medicine ,Research studies ,Attention deficit hyperactivity disorder ,medicine.symptom ,Psychiatry ,Psychology ,Clinical psychology - Abstract
Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are the most commonly diagnosed childhood disorders, and they frequently co-occur with each other. It has been found that students with comorbidity of ADHD and LD experience more difficulties in school. Even though the research interests in the comorbidity of ADHD and LD are increasing, there are inconsistent results in research studies and insufficient understanding of the comorbidity of ADHD and LD. This study attempts to grasp the progress of the studies in the comorbidity of ADHD and LD in Korea and to suggest the future directions for following research. A total of 90 studies published between 1987 and 2009 are examined. First, we analyze the studies that examined the learning problems of ADHD and then identify the characteristics of the learning problems in ADHD group. Afterwards, we investigate the studies that dealt with the attention problems of LD and then discuss the characteristics of the attention problems in LD group. Third, we identify the differences between ADHD and LD and synthesize the research findings. Finally, we analyze the studies conducted in conjunction with the comorbidity of ADHD and LD. On lightening the research of the comorbidity on three aspects, we find the research trend in Korea and provide the implications for future studies on the comorbidity of ADHD and LD. Furthermore, we suggest that it is important to identify comorbid conditions at the early stage, and it is necessary to conduct multidisciplinary research and international comparison research.
- Published
- 2011
14. Effects of the Metacognitive Strategy Program on the Attention Process for Elementary Students
- Author
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Dongil Kim and Zi Young Kang
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Analysis of covariance ,Computer Networks and Communications ,Hardware and Architecture ,Metacognitive Monitoring ,Process (engineering) ,education ,Mathematics education ,Metacognition ,Cognition ,Psychology ,Software ,Session (web analytics) ,Developmental psychology - Abstract
The attention process is a vital stage of the learning process, and metacognitive monitoring and control are essential requirements for the use of other learning strategies. This study showed the effectiveness and the acceptability of the Metacognitive Strategy Program on Attention Process which is designed for elementary students. The Metacognitive Strategy Program on Attention Process consists of three sessions, and is focused on the monitoring of and control over the attention process. It took three weeks to run all three sessions (one session a week). 77 students were assigned to an experimental group, and 33 students to a non-experimental group. Assessment of Learning Strategies for Adolescents (ALSA) was used for preand post-tests. Analysis of Covariance (ANCOVA) was used to even up the pre-test scores, and the two groups were compared in terms of their post-test scores. The post-test score of the experimental group was higher than that of the non-experimental group, and the difference was significant ( F=4.54, p
- Published
- 2009
15. Effects of cognitive learning strategies for Korean learners: A meta-analysis
- Author
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Kijyung Lee, Sungdoo Hong, Hyoungsoo Kim, Dongil Kim, Boong-Nyun Kim, and Joong Kyu Park
- Subjects
Subcategory ,Meta-analysis ,Large effect size ,Learning disability ,Cognitive learning ,medicine ,Cognition ,Academic achievement ,medicine.symptom ,Psychology ,Grade level ,Education ,Developmental psychology - Abstract
The purpose of this study was to synthesize the cognitive learning strategy intervention studies conducted in Korea between 1990 and 2006, using meta-analysis. By means of pre-established systematic criteria, 50 articles were selected and 97 effect sizes were calculated. Effect size was calculated using ‘the Cohen’s d’ (Cooper & Hedges, 1994). The research questions of the present study were as follows: (a) Are cognitive learning strategies generally effective? (b) What type of cognitive learning strategy is most effective? (c) Are effect sizes of different types of cognitive learning strategies different according to the applied domains, grade levels, and achievement levels? The results of the study indicate that, first of all, the overall cognitive learning strategies (97 ESs) yielded a large effect size (ESsm=.96), which was not homogenous (Q=55.19,p
- Published
- 2008
16. The Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties
- Author
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Kijyung Lee, Dongil Kim, and Woori Kim
- Subjects
Fluency ,Phonological awareness ,Reading (process) ,media_common.quotation_subject ,Word recognition ,Phonology ,Korean phonology ,Early reading ,Psychology ,Korean language ,Education ,Cognitive psychology ,media_common - Abstract
This study investigated the differences in four components of phonological awareness (i.e., judgment, deletion, blending, and substitution) and early reading ability across reading levels, and the correlation between phonological awareness (PA) and early reading ability in low and average-achievement groups. 27 students with reading difficulties and 34 students with average reading abilities participated in the study, and all participants were native Korean students in Grade One. The results indicated significant differences between low-achievement and averageachievement groups in PA and early reading measures, which revealed features of Korean phonology as different from English. Furthermore, phonological awareness showed significant positive correlation with both word identification and reading fluency for the low and average-achievement groups. For the low-achievement group, the correlation between phonological awareness and reading fluency was higher than between phonological awareness and word identification.
- Published
- 2007
17. Comparison of Reading Intervention Approaches for Students with Mild Disabilities
- Author
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Dongil Kim, David Rogers, Stanley L. Deno, Douglas Marston, and Kirk Diment
- Subjects
Teaching method ,05 social sciences ,050301 education ,Computer-Assisted Instruction ,Academic achievement ,Special education ,Verbal learning ,Education ,Reciprocal teaching ,ComputingMilieux_COMPUTERSANDEDUCATION ,Developmental and Educational Psychology ,Mathematics education ,Resource room ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,Peer tutor ,050104 developmental & child psychology - Abstract
This study reports afield test of six research-based teaching strategies with 37 special education resource teachers and 176 students with mild disabilities. The approaches included peer tutoring, reciprocal teaching, effective teaching principles, computer-aided instruction, and two direct instruction models, all used in reading instruction. Comparisons with a control group and between approaches produced inconsistent results. Students in all groups, including the controls, showed higher levels of engagement during all approaches than other researchers have reported for either mainstream or resource room students. Student achievement was highest in the computer-assisted group, in the reciprocal teaching group, and in one of the direct instruction groups.
- Published
- 1995
18. Assessing the reliability of Curriculum-Based Measurement: an application of Latent Growth Modeling
- Author
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Christine A. Espin, Seungsoo Yeo, Lee Branum-Martin, Miya Miura Wayman, and Dongil Kim
- Subjects
Male ,Measure (data warehouse) ,Response to intervention ,Property (programming) ,Latent growth modeling ,Repeated measures design ,Reproducibility of Results ,Education ,Reliability engineering ,Curriculum-based measurement ,Reading ,Developmental and Educational Psychology ,Econometrics ,Humans ,Female ,Curriculum ,Educational Measurement ,Time point ,Psychology ,Child ,Reliability (statistics) - Abstract
The purpose of this study was to demonstrate the use of Latent Growth Modeling (LGM) as a method for estimating reliability of Curriculum-Based Measurement (CBM) progress-monitoring data. The LGM approach permits the error associated with each measure to differ at each time point, thus providing an alternative method for examining of the reliability of CBM reading aloud data over repeated measurements. The analysis revealed that the reliability of CBM data was not a fixed property of the measure, but it changed with time. The study demonstrates the need to consider reliability in new ways with respect to the use of CBM data as repeated measures.
- Published
- 2008
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