Sophisticated analytic strategies have been proposed as viable methods to improve the quantification of student improvement and to assist educators in making treatment decisions. The performance of three categories of latent growth modeling techniques (linear, quadratic, and dual change) to capture growth in oral reading fluency in response to a 12-week structured supplemental reading intervention among 280 grade three students at-risk for learning disabilities were compared. Although the most complex approach (dual-change) yielded the best model fit indices, there were few practical differences between predicted values from simpler linear models. A discussion to carefully consider the relative benefits and appropriateness of increasingly complex growth modeling strategies to evaluate individual student responses to intervention is offered.

中文翻译：

---

权衡复杂的生长估计方法的价值来评估个别学生对教学的反应

复杂的分析策略已被提出作为可行的方法来提高学生进步的量化并协助教育工作者做出治疗决策。比较了三类潜在增长建模技术（线性、二次和对偶变化）的性能，以捕获口语阅读流利度的增长，以响应对 280 名有学习障碍风险的三年级学生进行的为期 12 周的结构化补充阅读干预。尽管最复杂的方法（双变化）产生了最佳的模型拟合指数，但较简单的线性模型的预测值之间几乎没有实际差异。进行了仔细考虑日益复杂的增长建模策略的相对益处和适当性的讨论，以评估个别学生对干预的反应。