Comparing Students with and without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis

Autor/inn/en	Collins, Alyson A.; Lindström, Esther R.; Compton, Donald L.
Titel	Comparing Students with and without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis
Quelle	In: Journal of Learning Disabilities, 51 (2018) 2, S.108-123 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219417704636
Schlagwörter	Comparative Analysis; Reading Difficulties; Reading Comprehension; Meta Analysis; Achievement Gap; Effect Size; Reading Tests; Scores; Elementary Secondary Education; Elementary School Students; Secondary School Students; Reading Instruction + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseverstehen; Meta-analysis; Metaanalyse; Lesetest; Sekundarschüler; Leseunterricht
Abstract	Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading comprehension response formats (e.g., multiple choice, cloze). A systematic literature review identified 82 eligible studies. All studies administered reading comprehension assessments to students with RD and TD students in Grades K-12. Hedge's g standardized mean difference effect sizes were calculated, and random effects robust variance estimation techniques were used to aggregate average weighted effect sizes for each response format. Results indicated that the achievement gap between students with RD and TD students was larger for some response formats (e.g., picture selection ES[subscript g] = -1.80) than others (e.g., retell ES[subscript g] = -0.60). Moreover, for multiple-choice, cloze, and open-ended question response formats, single-predictor metaregression models explored potential moderators of heterogeneity in effect sizes. No clear patterns, however, emerged in regard to moderators of heterogeneity in effect sizes across response formats. Findings suggest that the use of different response formats may lead to variability in the achievement gap between students with RD and TD students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01