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Direct linkMelissa V. Stalega; Devin M. Kearns; Jessica Bourget; Nina Bayer; Michael Hebert – Scientific Studies of Reading, 2024
Purpose: Phonological awareness (PA), the awareness of sounds in spoken words, is strongly linked to reading outcomes. However, there is an ongoing debate regarding the effectiveness of PA instruction without including print (i.e. PA without exposure to words or letters). Specifically, is PA-only instruction just as effective in improving reading…
Descriptors: Literature Reviews, Meta Analysis, Phonological Awareness, Reading Instruction
Samantha Cooper; Michael Hebert; J. Marc Goodrich; Sergio Leiva; Xin Lin; Peng Peng; J. Ron Nelson – Journal of Behavioral Education, 2024
The purpose of this meta-analysis was to assess the overall effects of automaticity training of fundamental literacy component skills (i.e., letter names/sounds, individual words) on reading fluency and comprehension. Another purpose was to assess if the effects of automaticity training varied for reading fluency and comprehension. We identified…
Descriptors: Reading Ability, Literacy, Elementary Education, Grade 1
Michael Hebert; Janet J. Bohaty; J. Ron Nelson; Jessica Brown – Journal of Educational Psychology, 2016
In this meta-analysis of 45 studies involving students in Grades 2-12, the authors present evidence on the effects of text structure instruction on the expository reading comprehension of students. The meta-analysis was deigned to answer 2 sets of questions. The first set of questions examined the effectiveness of text structure instruction on…
Descriptors: Text Structure, Reading Instruction, Effect Size, Reading Comprehension
