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Steinmann, Isa; Braeken, Johan; Strietholt, Rolf – AERA Online Paper Repository, 2021
This study investigates consistent and inconsistent respondents to mixed-worded questionnaire scales in large-scale assessments. Mixed-worded scales contain both positively and negatively worded items and are universally applied in different survey and content areas. Due to the changing wording, these scales require a more careful reading and…
Descriptors: Questionnaires, Measurement, Test Items, Response Style (Tests)
Kiss, David – Education Economics, 2018
Many (quasi-)experimental studies show that students tend to learn more in classes with better peers. However, the (presumably numerous) factors mediating the positive relationship between peer and own achievement have received less attention in the literature. I present evidence on one particular transmission channel: teachers tend to grade…
Descriptors: Academic Ability, Heterogeneous Grouping, Mathematics Achievement, Tutoring
Clark, M. Diane; Hauser, Peter C.; Miller, Paul; Kargin, Tevhide; Rathmann, Christian; Guldenoglu, Birkan; Kubus, Okan; Spurgeon, Erin; Israel, Erica – Reading & Writing Quarterly, 2016
Researchers have used various theories to explain deaf individuals' reading skills, including the dual route reading theory, the orthographic depth theory, and the early language access theory. This study tested 4 groups of children--hearing with dyslexia, hearing without dyslexia, deaf early signers, and deaf late signers (N = 857)--from 4…
Descriptors: Deafness, Sign Language, Reading Skills, Hearing Impairments