LEADER 03635oam 2200673I 450 001 9910457693303321 005 20200520144314.0 010 $a0-429-19160-X 010 $a1-4987-4070-7 010 $a1-4398-1327-2 024 7 $a10.1201/b10850 035 $a(CKB)2550000000064988 035 $a(EBL)800943 035 $a(OCoLC)756675740 035 $a(SSID)ssj0000539327 035 $a(PQKBManifestationID)11314720 035 $a(PQKBTitleCode)TC0000539327 035 $a(PQKBWorkID)10568628 035 $a(PQKB)10733449 035 $a(MiAaPQ)EBC800943 035 $a(Au-PeEL)EBL800943 035 $a(CaPaEBR)ebr10511313 035 $a(CaONFJC)MIL692570 035 $a(EXLCZ)992550000000064988 100 $a20180331d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMultivariate generalized linear mixed models using R /$fDamon M. Berridge, Robert Crouchley 210 1$aBoca Raton, Fla. :$cCRC Press,$d2011. 215 $a1 online resource (284 p.) 300 $aA Chapman & Hall book. 311 $a1-322-61288-9 311 $a1-4398-1326-4 320 $aIncludes bibliographical references and indexes. 327 $aFront Cover; Contents; List of Figures; List of Tables; List of Applications; List of Datasets; Preface; Acknowledgments; 1. Introduction; 2.Generalized linear models for continuous/interval scale data; 3. Generalized linear models for other types of data; 4. Family of generalized linear models; 5. Mixed models for continuous/interval scale data; 6. Mixed models for binary data; 7. Mixed models for ordinal data; 8. Mixed models for count data; 9. Family of two-level generalized linear models; 10. Three-level generalized linear models; 11. Models for multivariate data 327 $a12. Models for duration and event history data13. Stayers, non-susceptibles and endpoints; 14. Handling initial conditions/state dependence in binary data; 15. Incidental parameters: an empirical comparison of fixed effects and random effects models; A. SabreR installation, SabreR commands, quadrature, estimation, endogenous effects; B. Introduction to R for Sabre; References 330 $aTo provide researchers with the ability to analyze large and complex data sets using robust models, this book presents a unified framework for a broad class of models that can be applied using a dedicated R package (Sabre). The first five chapters cover the analysis of multilevel models using univariate generalized linear mixed models (GLMMs). The next few chapters extend to multivariate GLMMs and the last chapters address more specialized topics, such as parallel computing for large-scale analyses. Each chapter includes many real-world examples implemented using Sabre as well as exercises and 606 $aSocial sciences$xResearch$xMathematical models 606 $aSocial sciences$xResearch$xStatistical methods 606 $aSocial sciences$xResearch$xData processing 606 $aMultivariate analysis 608 $aElectronic books. 615 0$aSocial sciences$xResearch$xMathematical models. 615 0$aSocial sciences$xResearch$xStatistical methods. 615 0$aSocial sciences$xResearch$xData processing. 615 0$aMultivariate analysis. 676 $a003/.35133 700 $aBerridge$b Damon M.$0987207 701 $aCrouchley$b Robert$0987208 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910457693303321 996 $aMultivariate generalized linear mixed models using R$92256341 997 $aUNINA LEADER 04046nam 22007213u 450 001 9910778734903321 005 20230207213130.0 010 $a1-135-68007-8 010 $a1-282-37826-0 010 $a9786612378263 010 $a1-4106-0271-0 010 $a0-585-11870-1 035 $a(CKB)111000211290330 035 $a(EBL)474573 035 $a(OCoLC)609851527 035 $a(SSID)ssj0000273777 035 $a(PQKBManifestationID)11244242 035 $a(PQKBTitleCode)TC0000273777 035 $a(PQKBWorkID)10314002 035 $a(PQKB)10322187 035 $a(CaSebORM)9780805828986 035 $a(MiAaPQ)EBC474573 035 $a(EXLCZ)99111000211290330 100 $a20130418d1998|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWord recognition in beginning literacy$b[electronic resource] 205 $a1st edition 210 $aHoboken $cTaylor and Francis$d1998 215 $a1 online resource (398 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-2898-2 327 $aBook Cover; Title; Copyright; Contents; Preface; I Basic Processes in Beginning Word Recognition; 1 Grapheme-Phoneme Knowledge Is Essential for Learning to Read Words in English; 2 The Role of Analogies in the Development of Word Recognition; 3 Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading; 4 Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability; 5 The Endpoint of Skilled Word Recognition: The ROAR Model; II Processes and Instruction for Disabled Readers 327 $a6 Phonological Processing Deficits and Reading Disabilities7 Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal-Correlational and Instructional Studies; 8 Interactive Computer Support for Improving Phonological Skills; 9 A Beginning Literacy Program for At-Risk and Delayed Readers; III Word Recognition in Context; 10 The Impact of Print Exposure on Word Recognition; 11 Home Experiences Related to the Development of Word Recognition Linda Baker; 12 Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction 327 $a13 Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program14 Motivating Contexts for Young Children's Literacy Development: Implications for Word Recognition; 15 Effective Beginning Literacy Instruction: Dialectical, Scaffolded, and Contextualized; Author Index; Subject Index 330 $aThis edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is 606 $aWord recognition 606 $aWord recognition 606 $aWord recognition 606 $aTheory & Practice of Education$2HILCC 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 615 4$aWord recognition. 615 4$aWord recognition. 615 0$aWord recognition 615 7$aTheory & Practice of Education 615 7$aEducation 615 7$aSocial Sciences 676 $a372.4 676 $a372.46/2 676 $a372.462 700 $aMetsala$b Jamie L$01490831 701 $aEhri$b Linnea C$01490832 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910778734903321 996 $aWord recognition in beginning literacy$93712283 997 $aUNINA