期刊名称：International Journal of Psychology: A Biopsychosocial Approach
印刷版ISSN：1941-7233
电子版ISSN：2345-024X
出版年度：2019
卷号：23
页码：165-167
语种：English
出版社：Vytautas Magnus University
摘要：The purpose of the present study was to determine if socioeconomic status and English language proficiency would predict standardized assessment scores (MAP-R and DIBELS) in the fourth and fifth grade. To do this, the effects of socioeconomic status and English language proficiency were investigated in terms of academic success. For this study, our research question was: How does poverty (Free and Reduced Lunch vs. Non-Free and Reduced Lunch) and ELL status predict DIBELS scores and MAP-R scores for fourth and fifth grade students? Archival data from 58 fourth grade students (N=29 DIBELS, N=29 MAPSR) and 74 fifth grade students (N=38 DIBELS, N=36 MAP-R) were analyzed. Results, implications, limitations, and future research directions will be discussed.
