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Figure 1: Fit for a Three Parameter Model Contrasted against Fit for a Two Parameter Model
This Figure shows Theta values (x axis) by Probability Levels (y-axis) comparing the Two parameter model with the Three Parameter Model. For the item characteristic curve, higher theta values are associated with better fit. The function for the found proportions of positive responses to the item is virtually identical to that of the item characteristic curve, higher theta values are associated with better fit. (back)
Reference W Scores For The Four Woodcock-Johnson Subscales Used In The Study
This Figure contains four line graphs showing the developmental trajectories for children’s (0-16 years) reference W scores on four Woodcock-Johnson Subscales – Letter-Word Identification, Passage Comprehension, Calculation, and Applied Problems. The top left line graph shows the trajectory for Letter-Word Identification scores. Children’s reference W scores are between 300 and 350 at age 2, and increase linearly to over 500 by age 14. The top right line graph shows the trajectory for Passage Comprehension scores. Children’s reference W scores are approximately 380 from ages 2 through 6, and increase linearly to over 500 by age 14. The bottom left line graph shows the trajectory for Calculation scores. Children’s reference W scores are approximately 380 from ages 2 through 6, and increase linearly to over 520 by age 14. The bottom right line graph shows the trajectory for Applied Problems scores. Children’s reference W scores are approximately 340 at age 2, and increase linearly to approximately 520 by age 14. (back)
Detailed View of Reference W Scores for the Woodcock-Johnson Passage comprehension and Calculation Subscales for Ages 4 Through 6.
This Figure contains two line graphs showing the developmental trajectories for children’s (3-7 years) reference W scores on two Woodcock-Johnson Subscales – Passage Comprehension and Calculation. The top line graph shows the trajectory for Passage Comprehension scores. Children’s reference W scores are approximately 380 from age 4 to approximately 5 1/2, and increase sharply to approximately 400 by age 6. The bottom line graph shows the trajectory for Calculation scores. Children’s reference W scores are approximately 385 from ages 4 to 5, and increase sharply to approximately 415 by age 6. (back)
Figure 1: Pattern of Univariate Missing Data
This is a graphic representation of the Univariate pattern of missing data. The missing data are confined to a single variable X1. This is a special case of monotone or nested data, where the columns can be arranged so that Xj+1 is observed for every case where Xj is observed, for all j = 1, …, p. (back)
Figure 3: Special Pattern of Missing Data with Unidentified Parameters
This is a graphic representation of the special pattern of missing data with unidentified parameters. In this pattern, two or more variables are never observed together. In this case two different files re merged. For example, X1 and X2 are merged creating X3 which is used to predict Y. (back)
Figure 4: General Pattern of Missing Data
This is a graphic representation of the general pattern of missing data. In this pattern, there is no apparent structure underlying the arrangement of missing and observed data. (back)
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