Using Meta-analytic Structural Equation Modeling to Study Developmental Change in Relations Between Language and Literacy.

• Autores: Jamie M. Quinn, Richard K. Wagner
• Localización: Child development, ISSN 0009-3920, Vol. 89, Nº. 6, 2018, págs. 1956-1969
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • The purpose of this review was to introduce readers of Child Development to the meta-analytic structural equation modeling (MASEM) technique. Provided are a background to the MASEM approach, a discussion of its utility in the study of child development, and an application of this technique in the study of reading comprehension (RC) development. MASEM uses a two-stage approach: first, it provides a composite correlation matrix across included variables, and second, it fits hypothesized a priori models. The provided MASEM application used a large sample (N = 1,205,581) of students (ages 3.5-46.225) from 155 studies to investigate the factor structure and relations among components of RC. The practical implications of using this technique to study development are discussed. [ABSTRACT FROM AUTHOR]