Treatment Effects of Reading Recovery Intervention Among U.S. Students: A Latent Transition Analysis Approach

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-2 - Methodological Approaches to Examining Behavior and Student Outcomes

Abstract

This study aimed to identify latent profiles of reading achievement among Grade One students in US, and to examine the movement in latent statuses over time between those in Reading Recovery (RR) intervention group and control group. The sample consisted of 2365 Grade One students in South California, and they were administered Observation Survey at Fall and Spring. Latent profile analysis (LPA) and latent transition analysis (LTA) were conducted using Mplus 7.2. The results of LPA showed that, for both time points, students can be categorized into three latent profiles: Low-achieving, Medium and High-achieving group. LTA results showed that participation in RR facilitated the likelihood of transitioning to High-achieving group from Low-achieving group.

Authors

• Menglin Xu, The Ohio State University

• Jerome V. D'Agostino, The Ohio State University