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A Meta-Analysis Examining the Effect of E-Book Use on Literacy Outcomes for Students in Grades K-12
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Swanson, Elizabeth; Austin, Christy R.; Stewart, Alicia A.; Scammacca, Nancy – Reading & Writing Quarterly, 2020
To better understand the impact of using e-books on students' reading outcomes, we conducted a meta-analysis of 14 studies with students in grades K-12 published between 2007 and 2018. Findings revealed an average effect size across all studies and reading outcomes of 0.9 that did not differ significantly from zero. There was also no statistically…
Descriptors: Meta Analysis, Electronic Publishing, Reading Skills, Outcomes of Education
A Meta-Analysis Examining the Effect of E-Book Use on Literacy Outcomes for Students in Grades K-12
Peer reviewed Peer reviewed
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Swanson, Elizabeth; Austin, Christy R.; Stewart, Alicia A.; Scammacca, Nancy – Grantee Submission, 2020
To better understand the impact of using e-books on students' reading outcomes, we conducted a meta-analysis of 14 studies with students in grades K-12 published between 2007 and 2018. Findings revealed an average effect size across all studies and reading outcomes of 0.9 that did not differ significantly from zero. There was also no statistically…
Descriptors: Meta Analysis, Electronic Publishing, Reading Skills, Outcomes of Education
Prediction of First-Graders' Growth in Oral Reading Fluency Using Kindergarten Letter Fluency.
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Stage, Scott A.; Sheppard, Jodi; Davidson, Marcia M.; Browning, Mary M. – Journal of School Psychology, 2001
Study examines first-grade students' growth in oral reading fluency as predicted by their kindergarten letter-naming and letter-sound fluency using growth curve analysis. Results reveal that kindergarten letter-naming fluency uniquely contributed to the prediction of first-grade reading growth. Findings also reveal that Native American and…
Descriptors: Beginning Reading, Grade 1, Hispanic Americans, Kindergarten
The What and How of Book Selection: Research Findings.
Sword, Jeane – 1982
A review of the literature on read-aloud programs reveals two studies that extensively examine program content and practices and teacher procedures. The first study, conducted in 1969, compiled responses from 582 intermediate teachers of grades four, five, and six throughout the United States. The second study, conducted in 1979, surveyed 29…
Descriptors: Childrens Literature, Elementary Education, Evaluation Criteria, Fiction