dc.contributor.author | Bus, Adriana Gerarda | |
dc.contributor.author | Shang, Yi | |
dc.contributor.author | Roskos, Kathleen | |
dc.date.accessioned | 2024-12-12T10:20:04Z | |
dc.date.available | 2024-12-12T10:20:04Z | |
dc.date.created | 2024-10-29T13:29:56Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | Bus, A. G., Shang, Y., & Roskos, K. (2024). Building a Stronger Case for Independent Reading at School. AERA Open, 10, 23328584241267843. | en_US |
dc.identifier.issn | 2332-8584 | |
dc.identifier.uri | https://hdl.handle.net/11250/3169410 | |
dc.description.abstract | The 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.iso | eng | en_US |
dc.publisher | SAGE Publishing | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | lesevitenskap | en_US |
dc.subject | literacy | en_US |
dc.title | Building a Stronger Case for Independent Reading at School | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © The Author(s) 2024 | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.source.pagenumber | 17 | en_US |
dc.source.volume | 10 | en_US |
dc.source.journal | AERA Open | en_US |
dc.identifier.doi | 10.1177/23328584241267843 | |
dc.identifier.cristin | 2315768 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |