Non-normal Data Simulation using Piecewise Linear Transforms

We present PLSIM, a new method for generating nonnormal data with a pre-specified covariance matrix that is based on coordinate-wise piecewise linear transformations of standard normal variables. In our presentation, the piecewise linear transforms are chosen to match pre-specified skewness and kurtosis values for each marginal distribution. We demonstrate the flexibility of the new method, and an implementation using R software is provided.publishedVersio

covsim: An R Package for Simulating Non-Normal Data for Structural Equation Models Using Copulas

In factor analysis and structural equation modeling non-normal data simulation is traditionally performed by specifying univariate skewness and kurtosis together with the target covariance matrix. However, this leaves little control over the univariate distributions and the multivariate copula of the simulated vector. In this paper we explain how a more flexible simulation method called vine-to-anything (VITA) may be obtained from copula-based techniques, as implemented in a new R package, covsim. VITA is based on the concept of a regular vine, where bivariate copulas are coupled together into a full multivariate copula. We illustrate how to simulate continuous and ordinal data for covariance modeling, and how to use the new package discnorm to test for underlying normality in ordinal data. An introduction to copula and vine simulation is provided in the appendix

Norwegian classroom teachers' and specialized "resource" teachers' dyslexia knowledge

publishedVersio

covsim: An R Package for Simulating Non-normal Data for Structural Equation Models Using Copulas

In factor analysis and structural equation modeling non-normal data simulation is traditionally performed by specifying univariate skewness and kurtosis together with the target covariance matrix. However, this leaves little control over the univariate distributions and the multivariate copula of the simulated vector. In this paper we explain how a more flexible simulation method called vine-to-anything (VITA) may be obtained from copula-based techniques, as implemented in a new R package, covsim. VITA is based on the concept of a regular vine, where bivariate copulas are coupled together into a full multivariate copula. We illustrate how to simulate continuous and ordinal data for covariance modeling, and how to use the new package discnorm to test for underlying normality in ordinal data. An introduction to copula and vine simulation is provided in the appendix.publishedVersio

Developmental Dynamics of Early Reading Skill, Literacy Interest and Reader Self-Concept Within the First Year of Formal Schooling

Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field.publishedVersio

Shared responsibility between teachers predicts student achievement: A mixed methods study in Norwegian co-taught literacy classes

Having two teachers work collaboratively in the same class has been suggested as a possible solution to several instructional challenges, including the inclusion of students with special needs in mainstream classrooms and as part of school-wide prevention models to increase student achievement. In this, shared responsibility between teachers is regarded as a prerequisite to successful co-teaching. However, few studies have investigated whether shared responsibility between teachers actually leads to improved student achievement. This mixed methods study investigates shared responsibility in a sample of 148 classrooms where two general educators worked collaboratively in literacy instruction through first and second grade. First, we analyzed whether the degree of shared responsibility between the two teachers for planning, enacting and evaluating literacy instruction predicted student reading when controlling for pre-reading skills at baseline. Second, we carried out in-depth individual interviews with six collaborative teacher dyads purposefully selected from high- and lowperforming classrooms to investigate what characterized their sharing of responsibility. The results show that shared responsibility significantly predicts students’ reading achievement. Further, the interviews reveal a surface level collaboration between coteachers in low-performing classes, yet a more profound level of collaboration with influence on key teaching decisions in high-performing classes.publishedVersio

Can children's instructional gameplay activity be used as a predictive indicator of reading skills?

For children who may face reading difficulties, early intervention is a societal priority. However, early intervention requires early detection. While much research has approached the issue of identification through measuring component skills at single timepoints, an alternative is the utilisation of dynamic assessment. To this point, few initiatives have explored the potential for identification through progress data from play in digital literacy games. This study explored how well growth curves from progress data in a digital intervention can predict reading performance after gameplay compared to measuring component skills at a single timepoint (school entry). 137 six-year-old students played the digital Graphogame for 25 weeks. Latent growth curve analyses showed that variation in trajectories explained variation in literacy performance to a greater extent than risk status at school entry. Findings point to a potential for non-intrusive reading assessment in the application of a serious digital game in first grade.publishedVersio

Adaptvurder: Study Protocol for an Upcoming Adaptive Reading Test

Effective reading instruction requires precise assessment of the learner’s current skill level. For young learners, however, assessment often comes at a great cost: Tests take a long time and students are presented with items that are both too easy and too difficult. Recent developments in adaptive testing have the potential for solving both these challenges. In this paper, we take the path of argument-based validity (Kane, 2015) by presenting an interpretation and use argument for an upcoming adaptive test. We term this paper a study protocol, in line with the established tradition for protocols for pre-registered empirical trials. The function of the protocol is to communicate openly what often remains tacit knowledge on test development.publishedVersio

The flipped classroom and cooperative learning: Evidence from a randomised experiment

This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecturebased classroom.We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With this implementation student examination scores did not differ between the lecture classes and the flipped classroom. The second implementation was organised with cooperative learning activities. In a randomised control-group pretest-posttest experiment student scores on a post-test and on the final examination were significantly higher for the flipped classroom group than for the control group receiving traditional lectures. This demonstrates that the classroom flip, if properly implemented with cooperative learning, can lead to increased academic performance

LP based heuristics for the multiple knapsack problem with assignment restrictions

Starting with a problem in wireless telecommunication, we are led to study the multiple knapsack problem with assignment restrictions. This problem is NP-hard. We consider special cases and their computational complexity. We present both randomized and deterministic LP based algorithms, and show both theoretically and computationally their usefulness for large-scale problems. The final publication is available at link.springer.com