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  • LARRC Farquharson Murphy 2016 S1 Methods

    Rights statement: © 2016 Language and Reading Research Consortium, Farquharson and Murphy. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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Ten steps to conducting a large, multi-site, longitudinal investigation of language and reading in young children

Research output: Contribution to journalJournal article

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  • Language and Reading Research Consortium
  • Kelly Farquharson
  • Kimberley A. Murphy
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Article number419
<mark>Journal publication date</mark>30/03/2016
<mark>Journal</mark>Frontiers in Developmental Psychology
Volume7
Number of pages16
Pages (from-to)1-16
Publication statusPublished
Original languageEnglish

Abstract

Purpose:
This paper describes methodological procedures involving execution of a
large-scale, multi-site longitudinal study of language and reading comprehension in
young children. Researchers in the Language and Reading Research Consortium
(LARRC) developed and implemented these procedures to ensure data integrity across
multiple sites, schools, and grades. Specifically, major features of our approach, as well
as lessons learned, are summarized in 10 steps essential for successful completion of a
large-scale longitudinal investigation in early grades.

Method:
Over 5 years, children in preschool through third grade were administered a
battery of 35 higher- and lower-level language, listening, and reading comprehension
measures (RCM). Data were collected from children, their teachers, and their
parents/guardians at four sites across the United States. Substantial and rigorous effort
was aimed toward maintaining consistency in processes and data management across
sites for children, assessors, and staff.

Conclusion:
With appropriate planning, flexibility, and communication strategies in
place, LARRC developed and executed a successful multi-site longitudinal research
study that will meet its goal of investigating the contribution and role of language
skills in the development of children’s listening and reading comprehension. Through
dissemination of our design strategies and lessons learned, research teams embarking
on similar endeavors can be better equipped to anticipate the challenges.

Bibliographic note

© 2016 Language and Reading Research Consortium, Farquharson and Murphy. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.