MacMillan P
3333 University Way, University of Northern, British Columbia, Prince George, BC V2N 4Z9.
J Appl Meas. 2000;1(4):393-408.
Reading growth, gender effects, relative-age effects, and reading probe difficulty for reading were simultaneously assessed on one linear scale. The reading measure chosen was the Curriculum Based Measurement (CBM), words-read-correctly. A sample of 1619 students in Grades Two through Seven was employed. There is growth in reading within all grades but decreasing growth with increasing grade level. There are consistent gender differences favoring girls but the differences are equivalent to only one month's growth. There is no consistent evidence of a relative-age effect across grades. Two strategies for linking data across grades were compared and found to produce results consistent with each other and individual grade results.
在一个线性量表上同时评估了阅读增长、性别效应、相对年龄效应以及阅读测试的难度。所选用的阅读测量方法是基于课程的测量（CBM），即正确读出的单词数。研究采用了1619名二至七年级学生作为样本。所有年级的阅读能力都有增长，但随着年级升高，增长幅度逐渐减小。存在持续的性别差异，女生更具优势，但这种差异仅相当于一个月的阅读增长。没有一致的证据表明各年级存在相对年龄效应。对两种跨年级数据链接策略进行了比较，发现它们产生的结果相互一致，且与各年级单独的结果相符。
