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Direct linkSwanson, 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
van Rijthoven, Robin; Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo – Reading & Writing Quarterly, 2021
We examined the response to a phonics through spelling intervention for children with developmental dyslexia in word and pseudoword reading efficiency and word spelling. Furthermore, we investigated to what extent the response to the intervention is robust across different cognitive profiles (phonological awareness, rapid automatized naming, and…
Descriptors: Spelling, Phonics, Intervention, Dyslexia
Layes, Smail; Lalonde, Robert; Rebai, Mohamed – Reading & Writing Quarterly, 2019
We examined the effects of an adaptive phonological training program on the enhancement of 3 processing abilities--namely, phonological awareness, rapid automatized naming, and phonological short-term memory--as well as word and pseudoword reading in Arabic-speaking children with dyslexia. We compared an experimental group (n = 20; mean age =…
Descriptors: Dyslexia, Semitic Languages, Reading Skills, Phonology
Zhang, Haomin – Reading & Writing Quarterly, 2017
The present study explored the relationship between reading comprehension skill and morphological awareness among young Chinese readers. The objectives were to investigate whether morphological awareness is a critical cognitive and linguistic ability to differentiate poor comprehenders and good comprehenders and to further scrutinize the…
Descriptors: Foreign Countries, Elementary School Students, Primary Education, Grade 2
Beach, Kristen D.; McIntyre, Ellen; Philippakos, Zoi A.; Mraz, Maryann; Pilonieta, Paola; Vintinner, Jean P. – Reading & Writing Quarterly, 2018
We evaluated the effects of a summer reading intervention with a sample of low-income Black and Hispanic students who were struggling readers. In the summer before their 2nd- or 3rd-grade school year, 14 rising 2nd graders and 18 rising 3rd graders received 15 hr of a scripted, explicit phonics-based program in dyads from credentialed elementary…
Descriptors: Elementary School Students, Grade 2, Grade 3, Low Income Students
Beech, John R. – Reading & Writing Quarterly, 2010
Children reported the strategies they used when identifying unfamiliar words while reading. Study 1 compared 39 poor readers (M age = 10 years, 7 months) with 2 groups of average readers, one of the same reading age (N = 39; M age = 8 years, 5 months) and the other (N = 31) matched on chronological age. Study 2 included 241 children aged 7 to 11…
Descriptors: Reading Difficulties, Word Recognition, Reading Strategies, Comparative Analysis
Griffith, Catherine Aurentz; Lloyd, John Wills; Lane, Kathleen Lynne; Tankersley, Melody – Reading & Writing Quarterly, 2010
Using National Education Longitudinal Study (NELS) data, researchers examined the reading growth rates of secondary students who had been retained between kindergarten and 8th grade and those of a matched comparison group of students who had never been retained (n = 878 in each group). Descriptive statistics and latent growth models revealed that…
Descriptors: Grade Repetition, Reading Achievement, Middle School Students, High School Students
