Fundamentals of educational research

8/13/2019 Fundamentals of educational research

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Research Article Analysis and Evaluation

Longitudinal Models of Developmental Dynamics Between Reading

and Cognition From Childhood to Adolescence

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Teresa Froehlke

Boise State University


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ED-CIFS 503

Ted Singletary

February 0! "00#

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In this article the authors examined the dynamics of reading and cognition from 1stto 12th

grade by applying linear dynamic models to longitudinal data. The longitudinal data from the

Connecticut Longitudinal Study by S.E. Shaywit et al. was used to correlate the dynamic

relationship of !arious scales of the "echsler Intelligence Scales for Children and specific

mar#ers of the "oodcoc#$%ohnson &sycho 'Educational (attery$)e!ised reading cluster *i.e.+

Letter$"ord I,+ ,ecoding+ and Comprehension-.

The results from this study support that there is a positi!e dynamic relation between reading

and cognition in the age groups which were studied. The relationship from cognition to reading

is stronger when considering the "echsler Intelligence Scales for Children &erformance and

wea#er with the erbal Scale. The influences from cognition are more e!ident in the following

reading subtests/ Letter word Id and Comprehension and less perceptible for ,ecoding. 0n

another important finding in this study was that this symbiotic relationship between reading and

cognition appear to be strongest during 1stto rdgrade+ less strong during thto 3thgrade and

wea#est from 4thto 12thgrade.

The importance of this study shows how dynamic modeling can be used to describe

de!elopmental processes and test academic hypotheses. There are many le!els of analysis that

can be implemented. 5ne le!el+ such as in this study+ can be used to map dynamics of a

particular cognition as it relates to other processes. 0nother le!el to in!estigate is the neural

changes that are in!ol!ed in the de!elopment of a certain cogniti!e process. These le!els of

analyses will produce a more complete picture of de!elopmental processes. This study

supported the need for dynamic modeling to further research the complex relationships in

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de!elopmental processes.

1. "hat is the purpose of the research+ the research 6uestion*s- or hypothesis*es-7

The purpose of this research was to examine the dynamics of reading and

cogniti!e abilities from childhood to adolescence using longitudinal models of

de!elopmental dynamics.

2. "hat type of research is this7 This type of research in this article is descripti!e.

3. "ho or what is the population and sample being studied and how was the sample

selected7

The data was collected from participants in the Connecticut Longitudinal Study+

which is an ongoing pro8ect in!ol!ing a group of Connecticut children thatfocuses on the study of learning and attention and the diagnosis of reading

disabilities. The indi!iduals in this study were first assessed in 1stgrand and

followed up annually up to 12thgrade.

4. "hat types of data were collected7

,escripti!e information for each of the selected "%$) and "ISC$) scales and the

participants9 ages.

5. "hat methods were used to collect data7

,ata was collected from three )eading subtests from the "%$) *"oodcoc# :

%ohnson+ 1434- to compute a scale of )eading/ Letter$"ord I,+ ,ecoding and

Comprehension. These measures were collected annually from 1stto 12thgrade.

In addition to the )eading subtests+ we assessed participants on the "ISC$)

*"echsler+ 14;- at 1st+ rd+ ow were the data analyed7

,ynamic models based on latent difference scores were used to examine the

interrelations of fluid abilities and reading o!er time. "hat methods were used

and if numeric data were collected+ what statistical procedures or analyses were

applied7 Linear dynamic models were used in this research and the statistical

analyses applied was the descripti!e statistics for the "echsler Intelligence

Scales for Children all the !alues were based on scores computed from Time

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References

%haywit&' B( A(' )olahan' *( M(' Marchione' +(' , %haywit&' %(

E( -../0( Longitudinal models of developmental dynamic

etween reading and cognition from childhood to

adolescence( Developmental Psychology, 43-$0' 1"$.21"/!(

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Fundamentals of educational research