Jamie M. Quinn Richard K. Wagner
The purpose of this review was to introduce readers of Child Development to the meta-analytic structural equa-tion 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 compre-hension (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.
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