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A study examined issues related to between- and within-class decomposition of variance in reading achievement. The aim is to find "pure" latent structures of achievement at the between-class level as a basis for further investigation of explanatory factors such as teaching. Multilevel factor analysis (MFA) can give a pattern corresponding to an analysis with perfectly reliable scores. Data were taken from the IEA Study of Reading Literacy which involved 200,000 students from 30 different countries. Narrative texts for 9-year-olds were the focus of the multilevel factor analysis. MFA analysis was based on 39 variables, of which 23 were document items and 16 narrative/expository item parcels. LISREL models were fitted separately for between and within levels. The models were then pieced together into one complete MFA model. Findings demonstrate how a global skill like reading can be decomposed not only into individually based factors but also into factors related to group belongingness where differential influences of schooling conditions and home background could be discerned by reference to demand characteristics of small subsets of individual items. (Contains 19 references, 5 tables of data, and a figure presenting 2 subtests from the document domain.) (RS)

Descriptors: Comparative Analysis, Comparative Education, Educational Environment, Factor Analysis, Family Environment, Foreign Countries, Intermediate Grades, Models, Reading Achievement, Reading Comprehension, Reading Research, Teacher Effectiveness











Autor: Lundberg, Ingvar; Rosen, Monica

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9066&id=ED388942







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