Dong-il Kim, PhD & Choon-sung Park (Dept. of Education, SNU)

1. Reading Development of Primary-grade Students in Korea: Application of Hierarchical Linear Modeling Dong-il Kim, PhD & Choon-sung Park (Dept. of Education, SNU)

2. Contents Introduction 1 Purpose 2 Research Questions 3 Method 4 5 Results 6 Implications

3. Introduction • It is important for beginning readers to develop reading fluency. • Fluency means reading faster, smoother and more expressively without errors.

4. Introduction • Reading fluency: Basic Skill for School-aged Children. • Generally, reading fluency is important in primary and intermediate grades (Chall, 1983). • Students with LD show problems in reading fluency, which hinder reading comprehension.

5. The significance of Reading Fluency in primary grade levels. 1 Growth Rate for Reading between students with/without learning disabilities. 2 Correlates for Reading Fluency Development. 3 Purpose

6. Research Questions Is the reading growth model linear or non-linear? Reading Fluency in primary grade level (Grade 1 – 4) Which variables affect reading growth, [gender, grade, and student status(reg./sped.)]

7. Stage of Reading Development(Chall, 1983) College, Age 18 and Above Stage 5. Construction and Reconstruction of meaning High School, Ages 14-18 Stage 4. Multiple Viewpoints Grades 4-8, Ages 8-14 Stage 3. Read to Learn Grades 2-3, Ages 7-8 Stage 2. Fluency Grades 1-2, Ages 6-7 Stage 1. Initial Reading, or Decoding Stage Birth to Age 5 Stage 0. Prereading

8. Curriculum Based Measurement Reading Fluency Curriculum-based measurement (CBM) is a tool for measuring student competency and progress in the basic skill areas Mathematics Spelling Written Expression Especially Basic Skill

9. BASA( Korean CBM) Phase 1 Phase 2 Phase 3 • How many words a student correctly reads in one minute • the mid-point score is reported. • three reading probes are given BASA - Basic Academic Skills Assessment : Reading

10. Method BASA original norm group: 3 time-point measure Grade 1 : 27, 2 : 31, 3 : 44, 4 : 6 Participants Reading Scores(repeated measures) gender, grade, status(reg. Vs. sped.). Variables Hierarchical Linear Model Analytical Methods

11. Result(1) Level 1 : Development of Reading Fluency : Linear or Non-linear Level 2 :

12. Fixed Effect Coefficient S. E. of Estimation t-value df p Starting point of Reading Fluency 160.028 6.503 24.607 321 0.000 Linear Effect 1.924 0.393 4.901 107 0.000 Acceleration Effect -0.000 0.023 -0.006 107 0.995 Random Effect Standard Deviation Variance df chi-square        p Linear Effect 7.830 61.310 107 103.850 〉.500 Acceleration Effect 0.212 0.045 107 48.410 〉.500 Level 1 error 51.591 2661.627 Results(1) Reading Development Model is linear !

13. Result(2) Level 1 : Indep. Measures: Gender, Grade, & Status(reg. Vs. sped.) Level 2 :

14. Level 1 parameter Reliability Starting point Reading 0.900 Growth Rate 0.567 Results(2) Reliability was relatively high. Correlation between Starting point reading and Growth rate is .247, The higher starting point, the faster the student read (Non sig.).

15. Fixed Effect Estimation of Coeff. S.E T df p Mean Starting 160.033 6.441 24.848 107 0.000 Growth Rate 1.921 0.211 9.101 107 0.000 Random Effect S.D Variance df Chi-square p Starting point 64.814 4200.862 107 1507.885 0.000 Growth Rate 1.712 2.931 107 269.881 0.000 Level 1 error 19.622 385.035 Results(2) Unconditional Model

16. <표 8)> 읽기 유창성 conditional 모형 추정 결과 Fixed Effect Coef S.E T df p Reading Fluency Mean starting 170.201 9.024 19.8 104 0.000 Grade 13.271 5.677 2.33 104 0.021 Gender -0.564 10.959 -0.0 104 0.959 Status(reg-spe) -87.544 12.180 -7.1 104 0.000 Growth Rate 8.012 Mean Grouth Rate(per week) 2.003 0.250 104 0.000 Grade -0.743 0.312 -2.3 104 0.020 Gender 0.213 0.311 0.68 104 0.496 Status(reg-spe) -0.177 0.788 -0.2 104 0.823 Explaind Variance Random Effect S.D Var df Chi-square p 4200-2874/4200 = 31.6% Mean Starting point 53.616 2874.6 1035.756 0.00 104 0.00 2.93-2.52/2.93 = 14.3% 239.986 Mean Growth Rate 1.587 2.517 104 19.622 Level 1 Error 385.035 Results(2) Conditional Model

17. Result(2) • Average reading scores increased by 13.3 every year(p<.05). • Female Students read more 0.6 then male Students in Grade 2(Non-Sig.). • The initial score (starting point) of male students is lower than that of female, • but growth rate for male students is higher(Non-Sig). • Regular class students read more fluently than Special students (p<.05). • The average reading growth rate was 2.0 score per week, but decreased • by 0.7 score as the grade level increased • Growth Rate is different by grade level, • not by gender and status (regular-special education).

18. Implications • Reading growth model is linear. • Under the general circumstances, the initial gap between children with • and without Learning Disabilities(LD) does not decrease in the primary • grade level. Thus, early & intensive reading intervention is in order for the students with LD.

19. Thank You Department of Education. SNU.

20. Explained Variance Expained variance = (unconditional – conditional) unconditional