Effectiveness of accelerated reader on children's reading outcomes: A meta-analytic review

IF 1.9 3区教育学 Q1 EDUCATION, SPECIAL

Dyslexia Pub Date : 2022-11-18 DOI:10.1002/dys.1730

Clair M. Tischner, Sara E. Ebner, Kathleen B. Aspiranti, David A. Klingbeil, Alicia L. Fedewa

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引用次数: 1

Abstract

Accelerated reader (AR) is a computerized reading program commonly used in schools. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. A meta-analytic review of the AR was conducted to analyse its effectiveness as an evidence-based intervention for improving student reading achievement, attitude, and motivation. This study investigated potential moderating variables, including publication type, participant, and study characteristics that impact student reading outcomes. A total of 44 studies from peer-reviewed journal articles and dissertations met the inclusion criteria. Participants included 16,653 students enrolled in elementary, middle, and high school. Hedges' g effect sizes measures suggest pretest–posttest one-group AR studies have moderate effects (g = 0.541) while comparison group AR studies have marginal effects (g = 0.278). A meta-regression model of six potential categorical moderators of comparison group studies indicted no significant moderators. Implications and the need for further research regarding evidence-based and culturally appropriate reading interventions are discussed.

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快速阅读对儿童阅读效果的影响:一项荟萃分析综述

加速阅读器(AR)是学校中常用的计算机化阅读程序。该计划旨在通过设定目标和频繁的阅读练习，提高学生的阅读成绩，鼓励学生多阅读。对AR进行了荟萃分析，以分析其作为循证干预措施对提高学生阅读成绩、态度和动机的有效性。本研究调查了影响学生阅读结果的潜在调节变量，包括出版物类型、参与者和研究特征。共有44项来自同行评议期刊文章和论文的研究符合纳入标准。参与者包括16,653名小学、初中和高中学生。Hedges的g效应量测量表明，前测后测一组AR研究具有中等效应(g = 0.541)，而对照组AR研究具有边际效应(g = 0.278)。比较组研究的六个潜在分类调节因子的元回归模型没有发现显著的调节因子。本文讨论了基于证据和文化适宜的阅读干预的意义和进一步研究的必要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Dyslexia Multiple-

CiteScore

3.90

自引率

9.10%

发文量

期刊介绍： DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine