Browsing by Subject "Reading Comprehension"

Now showing 1 - 3 of 3
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    A Meta-analysis on the Effects of Vocabulary Instruction for English Learners
    (2020-12) Xiong, Ellina
    A meta-analysis of group studies and single-case design studies was conducted to examine the effectiveness of vocabulary instruction on vocabulary learning and reading comprehension for English Learners. Overall estimates indicate that vocabulary instruction promoted vocabulary learning and reading comprehension. The mean effect for vocabulary learning was g= 0.40 (CI95= 0.26-0.54, p< .001), a small to moderate effect. The mean effect for reading comprehension was g= 0.26 (CI95= 0.07-0.46, p= .01). Meta-regression was used to conduct moderator analyses, which indicated that differential effects were associated with methodological rigor, instructional programming, and outcome assessments at a statistically significantly level. Findings suggest that comprehensive interventions tend to produce larger effects, but that interventions do not require significant duration, frequency and intensity to produce positive effects. Direction for future research is suggested based on findings from moderator analyses.
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    Relation between 1- minute CBM reading aloud measure and reading comprehension tests: a multilevel meta-analysis.
    (2008-12) Yeo, Seungsoo
    The primary purpose of this research was to conduct a quantitative review of studies reporting information on the relation between CBM reading aloud and reading comprehension tests. Furthermore, this study examined moderators affecting the variability in the relation between CBM reading aloud and reading comprehension tests. After computer-based information searches, an extensive hand search, an ancestral search were conducted, and after exclusion criteria were applied, the present meta-analysis contained a total of 250 correlations from 55 studies. This study showed that the estimated average correlation between CBM reading aloud and reading comprehension tests was .75 (SE = .02), with a range of .71 to .79. Compared with Cohen's (1992) threshold, the magnitude of the overall estimated average correlation between CBM reading aloud and reading comprehension tests was large. However, this study also showed that there was statistically significant variability between and within the studies used in the meta-analysis. The findings of significant variability in the unconditional model led to a series of conditional level-three meta-analyses that included potential moderators. Proportion of students with disabilities, retelling as a response format, CBM maze as a reading comprehension test, and the time difference between CBM reading aloud and reading comprehension tests were statistically significant components affecting the strength of the relation between CBM and state achievement tests. Educational implications for teachers and researchers, limitation, and directions for future research are presented.
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    The role of implicit learning in incidental vocabulary acquisition while reading.
    (2011-08) Seipel, Benjamin Erwin
    The role of implicit learning in incidental vocabulary acquisition while reading narrative texts was examined in 3rd-5th grade students. This study was conducted to experimentally test whether implicit learning contributed to vocabulary acquisition. The literature for both implicit learning and incidental vocabulary acquisition are expansive. However, there exists little literature, either theoretical or empirical, that directly explores the connection between implicit learning and incidental learning. There is even less literature that explores the connection in the context of vocabulary acquisition. In the past decade and a half, two theoretical frameworks have emerged that can be used to examine this connection. This study provided empirical evidence for such a connection between implicit learning and incidental vocabulary acquisition by measuring the unique contributions of several factors (reading comprehension ability, decoding ability, fluency, word identification ability, working memory, and implicit learning ability) to incidental vocabulary acquisition. Results indicate that implicit learning ability does contribute to incidental learning of a word's form, but does not contribute to the incidental learning of a word's meaning. Results of this study also indicate that implicit learning is domain-specific in that learning from one domain is unrelated to learning in another domain. The results of this study may prove useful to educational researchers and educators as they develop interventions to facilitate vocabulary growth in students by identifying those students who struggle with incidental vocabulary acquisition.