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dc.contributor.authorBus, Adriana Gerarda
dc.contributor.authorShang, Yi
dc.contributor.authorRoskos, Kathleen
dc.date.accessioned2024-12-12T10:20:04Z
dc.date.available2024-12-12T10:20:04Z
dc.date.created2024-10-29T13:29:56Z
dc.date.issued2024
dc.identifier.citationBus, A. G., Shang, Y., & Roskos, K. (2024). Building a Stronger Case for Independent Reading at School. AERA Open, 10, 23328584241267843.en_US
dc.identifier.issn2332-8584
dc.identifier.urihttps://hdl.handle.net/11250/3169410
dc.description.abstractThe effectiveness of incorporating independent reading practice in schools has long been a subject of uncertainty. To shed light on this ongoing debate, this meta-analysis seeks to investigate the impact of in-school independent reading on three crucial measures—attitudes toward reading, word recognition, and comprehension—focusing on K–10 students. The analysis encompasses (quasi-)experimental studies conducted between 1970 and 2020, examining a total of 7,493 students across 47 studies. Because most studies contain more than one outcome measure or effect size, we used a meta-analytic model with a three-level structure. The findings reveal a statistically significant overall effect size (Hedges’ g = .08). Specifically, the effect sizes are more pronounced when considering word recognition (i.e., word attack, word identification, decoding, and fluency; Hedges’ g = .21) and students’ reading attitude (Hedges’ g = .18) as outcome measures. However, the effect size for comprehension—the most commonly assessed outcome measure—was approximately zero (Hedges’ g = −.014).en_US
dc.language.isoengen_US
dc.publisherSAGE Publishingen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectlesevitenskapen_US
dc.subjectliteracyen_US
dc.titleBuilding a Stronger Case for Independent Reading at Schoolen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2024en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.pagenumber17en_US
dc.source.volume10en_US
dc.source.journalAERA Openen_US
dc.identifier.doi10.1177/23328584241267843
dc.identifier.cristin2315768
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal