Search results for: Reading difficulties
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Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons
This article summarizes the different approaches to handling dependence that have been advocated by methodologists. The authors present a case study using effect sizes from a recent meta-analysis of reading interventions, in order to compare the results obtained from different approaches to dealing with dependence. The results show that mean effect sizes and variance estimates were found to be similar.However, estimates of indexes of heterogeneity varied.
Updated: Mar. 04, 2015
Teacher Professional Development for At-Risk Preschoolers: Closing the Achievement Gap by Closing the Instruction Gap
The current paper describes the Griffith-Kimmel professional development model that has evolved from work with grants based on Early Reading First. The results show that children in the ERF intervention classrooms scored significantly higher on each of the three measures than did the children in the comparison classrooms—alphabet knowledge, print concepts, and phonological awareness rhyming.
Updated: Jul. 26, 2011
The purpose of this article is to provide a quantitative synthesis of the empirical literature comparing adults with reading disabilities (RD) and adults without RD across an array of intellectual, academic, cognitive, vocational, and life-adjustment measures. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading disabilities on measures assumed to relate to overall reading competence. In all, 52 studies met criteria for a meta-analysis yielding 776 effect sizes (ESs). The results revealed that adults with RD varied substantially in ESs from adults without RD on the classification measures (reading comprehension, reading recognition, verbal intelligence).
Updated: Feb. 21, 2010
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers
The paper reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. The authors extended the synthesis to include all struggling readers, not just those with identified learning disabilities. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. 29 studies were located and synthesized.Implications for comprehension instruction for older struggling readers are described.
Updated: May. 20, 2009