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A Latent Profile Analysis of Element...

McCormick, Samantha.

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A Latent Profile Analysis of Elementary School Students' Story Re-Telling Ability.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Latent Profile Analysis of Elementary School Students' Story Re-Telling Ability./
Author:	McCormick, Samantha.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	73 p.
Notes:	Source: Masters Abstracts International, Volume: 82-01.
Contained By:	Masters Abstracts International82-01.
Subject:	Elementary education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27737594
ISBN:	9798662391741

A Latent Profile Analysis of Elementary School Students' Story Re-Telling Ability.
McCormick, Samantha.

A Latent Profile Analysis of Elementary School Students' Story Re-Telling Ability. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 73 p.

Source: Masters Abstracts International, Volume: 82-01.

Thesis (M.A.)--University of Toronto (Canada), 2020.

This item must not be sold to any third party vendors.

Story re-telling is a language and cognition task familiar to children from diverse cultural backgrounds. The current study investigated the extent to which young students' story re-tell ability profiles differ by stimulus format (audio vs. text) and further differ by short-term memory ability, grade, and ESL status. One hundred and eighty-five elementary school students completed story re-tell tasks elicited by two different stimuli (aural and written) and a short-term memory task as part of a digital literacy assessment. Stories were scored manually utilizing a story scoring rubric, and supporting details were extracted using Nvivo. Using latent profile analysis with covariates, 4 and 5 latent classes were identified for the audio and text story re-tell tasks, respectively. Furthermore, the results showed that short-term memory, grade, and ESL status influenced profile membership, which highlights the complexity of children's story retell ability and its linguistic and cognitive sensitivity in classroom-based assessment.

ISBN: 9798662391741Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Applied Psychology

A Latent Profile Analysis of Elementary School Students' Story Re-Telling Ability.
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245 1 0 $a A Latent Profile Analysis of Elementary School Students' Story Re-Telling Ability.
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300 $a 73 p.
500 $a Source: Masters Abstracts International, Volume: 82-01.
500 $a Advisor: Jang, Eunhee E.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Story re-telling is a language and cognition task familiar to children from diverse cultural backgrounds. The current study investigated the extent to which young students' story re-tell ability profiles differ by stimulus format (audio vs. text) and further differ by short-term memory ability, grade, and ESL status. One hundred and eighty-five elementary school students completed story re-tell tasks elicited by two different stimuli (aural and written) and a short-term memory task as part of a digital literacy assessment. Stories were scored manually utilizing a story scoring rubric, and supporting details were extracted using Nvivo. Using latent profile analysis with covariates, 4 and 5 latent classes were identified for the audio and text story re-tell tasks, respectively. Furthermore, the results showed that short-term memory, grade, and ESL status influenced profile membership, which highlights the complexity of children's story retell ability and its linguistic and cognitive sensitivity in classroom-based assessment.
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653 $a Elementary Education
653 $a School Psychology
653 $a Nvivo
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