An HLM Approach in the Assessment of Individual Reading Growth

An HLM Approach in the Assessment of Individual Reading Growth

This paper examined individual growth in English reading strategy using HLM (Hierarchical Linear Models) technique. Data utilized in the current study were SCRI (South Carolina Reading Initiative) project, and 7213 score records of reading strategy nested within 184 elementary students were fitted to a series of HLM models. Results of the HLM analysis indicated that students' initial status in reading strategy was significantly related to students' Socio Economic Status (SES). Students' status in gender and race did not make a significant prediction on students' initial ability in reading strategy. As for growth rate in reading strategy, however, there was no significant relationship between SES and students' growth rate in reading strategy across two years. Instead, students' growth rate in reading strategy was significantly related to students' status in gender and SCRI treatment.