LEADER 04513 am 22006973u 450 001 9910160960003321 005 20200629161327.0 010 $a3-319-28064-3 024 7 $a10.1007/978-3-319-28064-6 035 $a(CKB)4330000000000322 035 $a(DE-He213)978-3-319-28064-6 035 $a(MiAaPQ)EBC5592389 035 $a(Au-PeEL)EBL5592389 035 $a(OCoLC)942710776 035 $a(MiAaPQ)EBC6363147 035 $a(Au-PeEL)EBL6363147 035 $a(OCoLC)1291319147 035 $a(EXLCZ)994330000000000322 100 $a20160219d2016 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPsychometric Framework for Modeling Parental Involvement and Reading Literacy$b[electronic resource] /$fby R. Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (XI, 97 p. 1 illus.) 225 1 $aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),$x2366-1631 ;$v1 311 $a3-319-28710-9 327 $a1. Introduction -- 2. Literature Review -- 3. Parental Involvement in PIRLS-2011 -- 4. Modeling Parental Involvement -- 5. Relation between Parental Involvement and Student Achievement in PIRLS-2011 -- 6. Conclusion and Discussion -- References -- Appendix: Technical details on the implementation of the bi-factor model. 330 $aThis volume offers insights from modelling measures of parental involvement and their relationship with student reading literacy across countries, exploring and incorporating cultural differences. This is a significant contribution to a field where cross-cultural comparisons from a triangulated perspective are sparse. For readers interested in exploring the relationship between parental involvement and student attainment, the literature review provides a useful starting point. Meanwhile, for the more methodologically interested reader, this report presents state-of-the-art ways to identify and model cultural differential item functioning in international large-scale assessment (ILSA), illustrating the extent to which the parental involvement construct may be influenced by cultural differences and how this may affect the outcomes of cross-cultural comparisons. The framework is generic and should provide a solid foundation for future ILSA practices and secondary analyses. ILSA studies like the IEA?s Progress in International Reading Literacy Study (PIRLS) provide valuable data, containing both student achievement data and contextual background data from schools, teachers, students and parents for over 41 countries. 410 0$aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),$x2366-1631 ;$v1 606 $aAssessment 606 $aLiteracy 606 $aStatistics  606 $aChild development 606 $aAssessment, Testing and Evaluation$3https://scigraph.springernature.com/ontologies/product-market-codes/O33000 606 $aLiteracy$3https://scigraph.springernature.com/ontologies/product-market-codes/O40000 606 $aStatistics for Social Sciences, Humanities, Law$3https://scigraph.springernature.com/ontologies/product-market-codes/S17040 606 $aEarly Childhood Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O37000 608 $aElectronic books. 615 0$aAssessment. 615 0$aLiteracy. 615 0$aStatistics . 615 0$aChild development. 615 14$aAssessment, Testing and Evaluation. 615 24$aLiteracy. 615 24$aStatistics for Social Sciences, Humanities, Law. 615 24$aEarly Childhood Education. 676 $a371.26 700 $aPunter$b R. Annemiek$4aut$4http://id.loc.gov/vocabulary/relators/aut$0960006 702 $aGlas$b Cees A. W$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aMeelissen$b Martina R. M$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910160960003321 996 $aPsychometric Framework for Modeling Parental Involvement and Reading Literacy$92175838 997 $aUNINA