Evaluating Components of the Active View of Reading as Intervention Targets: Implications for Social Justice

Autor/inn/en	Burns, Matthew K.; Duke, Nell K.; Cartwright, Kelly B.
Titel	Evaluating Components of the Active View of Reading as Intervention Targets: Implications for Social Justice
Quelle	In: School Psychology, 38 (2023) 1, S.30-41 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Matthew K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000519
Schlagwörter	Reading Research; Meta Analysis; Reading Processes; Effect Size; Intervention; Word Recognition; Reading Comprehension; Text Structure; Verbal Ability; Abstract Reasoning; Vocabulary; Reading Fluency; Reading Motivation; Phonics; School Psychology; School Psychologists; Social Justice; Theory of Mind; Reading Skills; Executive Function + Suchen Sie Ihr Suchwort? Leseforschung; Meta-analysis; Metaanalyse; Leseprozess; Worterkennung; Leseverstehen; Textstruktur; Mündliche Leistung; Abstraktes Denken; Denken; Wortschatz; Lesemotivation; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Soziale Gerechtigkeit; Reading skill; Lesefertigkeit
Abstract	Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing effect sizes from 333 studies that were reported in 26 meta-analyses. Interventions that targeted word recognition (effect size = 0.44) and language comprehension (effect size = 0.62) had statistically significant effects for striving readers, and interventions that targeted active self-regulation (effect size = 0.46) and bridging processes (effect size = 0.70) had medium-to-large median effects on reading. We found (a) large effects of interventions for striving readers focused on text structure, verbal reasoning, and vocabulary; (b) moderate effects for fluency, language structure, motivation, and phonics; and (c) limited research included in meta-analyses for several components of the AVR, including cultural and other content knowledge. The components unique to the AVR added significant variance in reading. Analyses suggest there are many intervention targets available to school psychologists as they work toward social justice in reading outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01