Assessing an Instructional Level During Reading Fluency Interventions: A Meta-Analysis of the Effects on Reading

IF 16.4 1区化学 Q1 CHEMISTRY, MULTIDISCIPLINARY

Accounts of Chemical Research Pub Date : 2024-04-18 DOI:10.1177/15345084241247064

Matthew K. Burns

{"title":"Assessing an Instructional Level During Reading Fluency Interventions: A Meta-Analysis of the Effects on Reading","authors":"Matthew K. Burns","doi":"10.1177/15345084241247064","DOIUrl":null,"url":null,"abstract":"The current study meta-analyzed 27 effects from 21 studies to determine the effect assessment of text difficulty had on reading fluency interventions, which resulted in an overall weighted effect size ( ES) = 0.43 (95% CI = [0.25, 0.62], p < .001). Using reading passages that represented an instructional level based on accuracy criteria led to a large weighted effect of ES = 1.03, 95% CI = [0.65, 1.40], p < .01), which was reliably larger ( p < .05) than that for reading fluency interventions that used reading passages with an instructional level based on rate criteria (weighted ES = 0.29, 95% CI = [0.07, 0.50], p < .01). Using reading passages based on leveling systems or those written at the students’ current grade level resulted in small weighted effects. The approach to determining difficulty for reading passages used in reading fluency interventions accounted for 11% of the variance in the effect ( p < .05) beyond student group (no risk, at-risk, disability) and type of fluency intervention. The largest weighted effect was found for students with reading disabilities ( ES = 1.14, 95% CI = [0.64, 1.65], p < .01).","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":null,"pages":null},"PeriodicalIF":16.4000,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/15345084241247064","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

The current study meta-analyzed 27 effects from 21 studies to determine the effect assessment of text difficulty had on reading fluency interventions, which resulted in an overall weighted effect size ( ES) = 0.43 (95% CI = [0.25, 0.62], p < .001). Using reading passages that represented an instructional level based on accuracy criteria led to a large weighted effect of ES = 1.03, 95% CI = [0.65, 1.40], p < .01), which was reliably larger ( p < .05) than that for reading fluency interventions that used reading passages with an instructional level based on rate criteria (weighted ES = 0.29, 95% CI = [0.07, 0.50], p < .01). Using reading passages based on leveling systems or those written at the students’ current grade level resulted in small weighted effects. The approach to determining difficulty for reading passages used in reading fluency interventions accounted for 11% of the variance in the effect ( p < .05) beyond student group (no risk, at-risk, disability) and type of fluency intervention. The largest weighted effect was found for students with reading disabilities ( ES = 1.14, 95% CI = [0.64, 1.65], p < .01).

查看原文本刊更多论文

在阅读流畅性干预过程中评估教学水平：阅读效果的元分析

本研究对来自 21 项研究的 27 个效应进行了元分析，以确定文本难度评估对阅读流利性干预的影响，结果得出总体加权效应大小 ( ES) = 0.43 (95% CI = [0.25, 0.62], p <.001)。使用基于准确性标准的阅读段落来代表教学水平，会产生较大的加权效应（ES = 1.03，95% CI = [0.65，1.40]，p < .01），与使用基于速率标准的阅读段落来代表教学水平的阅读流利性干预相比（加权 ES = 0.29，95% CI = [0.07，0.50]，p < .01），该效应更大（p < .05）。使用基于分级系统的阅读段落或按照学生当前年级水平编写的阅读段落所产生的加权效应较小。除了学生群体（无风险、高风险、残疾）和流利性干预类型之外，阅读流利性干预中使用的阅读段落难度确定方法占效果差异（p <.05）的 11%。阅读障碍学生的加权效应最大（ES = 1.14, 95% CI = [0.64, 1.65], p <.01）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Accounts of Chemical Research 化学-化学综合

CiteScore

31.40

自引率

1.10%

发文量

312

审稿时长

2 months

期刊介绍： Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.