دورية أكاديمية
Effects of Automaticity Training on Reading Performance: A Meta-Analysis
| العنوان: | Effects of Automaticity Training on Reading Performance: A Meta-Analysis |
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| اللغة: | English |
| المؤلفون: | Samantha Cooper (ORCID |
| المصدر: | Journal of Behavioral Education. 2024 33(1):23-52. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education Grade 2 Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 |
| Descriptors: | Reading Ability, Literacy, Elementary Education, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Cloze Procedure, Reading Comprehension, Training Methods, Word Study Skills, Vocabulary, Meta Analysis |
| DOI: | 10.1007/s10864-022-09480-7 |
| تدمد: | 1053-0819 1573-3513 |
| مستخلص: | The purpose of this meta-analysis was to assess the overall effects of automaticity training of fundamental literacy component skills (i.e., letter names/sounds, individual words) on reading fluency and comprehension. Another purpose was to assess if the effects of automaticity training varied for reading fluency and comprehension. We identified 11 research studies involving students in Grades 1-6 that met the inclusion criteria for this meta-analysis. A total of 83 effect sizes (Hedges g, corrected for sample size bias) were extracted from these studies. These studies were double-coded for specific features (e.g., student age, student grade, type of automaticity training). We meta-analyzed the effect sizes using a multi-level meta-analytic model and examined whether the outcome measure type (comprehension or fluency) moderated the effects of automaticity training. We also analyzed for publication bias. The overall effect size for automaticity training of fundamental literacy component skills on reading fluency and comprehension was 0.28, although it was not statistically significant. Shifting units of analysis approach indicated there was a statistically significant effect found for reading fluency outcomes [g = 0.48 (CI = 0.23, 0.72)] but not for reading comprehension (ES = 0.17 ns). Limitations and recommendations for future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1418400 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1053-0819 1573-3513 |
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| DOI: | 10.1007/s10864-022-09480-7 |