Supplemental Material for Rapid Automatized Naming and Reading Performance: A Meta-Analysis

2014 ◽  
Keyword(s):  
Meta Analysis ◽  
Reading Performance ◽  
Rapid Automatized Naming

scholarly journals Rapid automatized naming and reading performance: A meta-analysis.

2015 ◽  
Vol 107 (3) ◽  
pp. 868-883 ◽  
Author(s):  
Susana Araújo ◽  
Alexandra Reis ◽  
Karl Magnus Petersson ◽  
Luís Faísca
Keyword(s):  
Meta Analysis ◽  
Reading Performance ◽  
Rapid Automatized Naming

scholarly journals Systematically Mapping Connection between Rapid Automatized Naming Task and Reading Performance: A Meta-analysis of Correlational Data

2018 ◽  
Vol 15 (1) ◽  
pp. 46-76
Author(s):  
Eugene Borokhovski ◽  
Robert M. Bernard ◽  
Norman Segalowitz ◽  
Anna Sokolovskaya
Keyword(s):  
Reading Skills ◽  
Reading Speed ◽  
Meta Analysis ◽  
Weighted Average ◽  
Reading Performance ◽  
Effect Sizes ◽  
Rapid Automatized Naming ◽  
Empirical Literature ◽  
Double Deficit Hypothesis ◽  
Double Deficit

Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies. Method. Two-hundred-forty-one primary studies identified through systematic searches of related empirical literature yielded 1551 effect sizes of two types – cross-sectional (correlations at the same time) and longitudinal (when measures of RAN and reading were considerably separated in time), reflecting RAN-to-reading correlations for seven independent outcome types. Results. The overall weighted average effect sizes were: r+ = 314, k = 1254 and r+ = 343, k = 297, respectively. Subsequent moderator variable analyses further explored RAN-to-reading associations dependent on RAN type, particular reading skills, age of learners and other factors. Among the strongest and most consistent in both sub-collections were correlation between symbolic RAN and reading speed and between non-symbolic RAN and reading comprehension, whereas both RAN types were strongly associated with decoding skills and reading composite measures. Discussion. Patterns of RAN-to-reading correlation provided insufficient support for the double-deficit hypothesis, but were suggestive of perceiving RAN as a measure of “pre-reading” skills, an “equal among equals” correlate of reading performance. The study also emphasizes the important role of both automatic and controlled cognitive processes for successful RAN task performance in its connection to reading competency.

A meta-analysis of self-monitoring on reading performance of K–12 students.

2018 ◽  
Vol 33 (1) ◽  
pp. 160-168 ◽  
Author(s):  
Guadalupe Guzman ◽  
Taryn S. Goldberg ◽  
H. Lee Swanson
Keyword(s):  
Meta Analysis ◽  
Reading Performance ◽  
Self Monitoring ◽  
K 12

Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis

2021 ◽  
Author(s):  
Yi-Jui Iva Chen ◽  
Christopher G. Thompson ◽  
Zhihong Xu ◽  
Robin C. Irey ◽  
George K. Georgiou
Keyword(s):  
Meta Analysis ◽  
Rapid Automatized Naming ◽  
Spelling Performance

A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students

2020 ◽  
Vol 90 (3) ◽  
pp. 420-456 ◽  
Author(s):  
Jessica R. Toste ◽  
Lisa Didion ◽  
Peng Peng ◽  
Marissa J. Filderman ◽  
Amanda M. McClelland
Keyword(s):  
Reading Achievement ◽  
Meta Analysis ◽  
Reading Performance ◽  
Sample Type ◽  
Active Engagement ◽  
12Th Grade ◽  
Analytic Review ◽  
Comprehensive Search ◽  
K 12 ◽  
Published Research

The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading, r = .22, p < .001. Moderation analyses revealed that the motivation construct being measured influenced the relation between motivation and reading. There were no other significant moderating or interaction effects related to reading domain, sample type, or grade level. Evidence to support the bidirectional nature of the relation between motivation and reading was provided through longitudinal analyses, with findings suggesting that earlier reading is a stronger predictor of later motivation than motivation is of reading. Taken together, the findings from this meta-analysis provide a better understanding of how motivational processes relate to reading performance, which has important implications for developing effective instructional practices and fostering students’ active engagement in reading. Theoretical and practical implications of these findings for reading development are discussed.

Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence

2003 ◽  
Vol 73 (4) ◽  
pp. 407-440 ◽  
Author(s):  
H. Lee Swanson ◽  
Guy Trainin ◽  
Denise M. Necoechea ◽  
Donald D. Hammill
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Meta Analysis ◽  
Age Groups ◽  
Reading Performance ◽  
Rapid Naming ◽  
Real Word ◽  
Pseudoword Reading ◽  
Size Restriction ◽  
Moderate Range

This study provides a meta-analysis of the correlational literature on measures of phonological awareness, rapid naming, reading, and related abilities. Correlations (N = 2,257) were corrected for sample size, restriction in range, and attenuation from 49 independent samples. Correlations between phonological awareness (PA) and rapid naming (RAN) were low (.38) and loaded on different factors. PA and RAN were moderately correlated with real-word reading (.48 and .46, respectively). Other findings were that (a) real-word reading was correlated best (r values were .60 to .80) with spelling and pseudoword reading, but correlations with RAN, PA, vocabulary, orthography, IQ, and memory measures were in the low-to-moderate range (.37 to .43); and (b) correlations between reading and RAN/PA varied minimally across age groups but were weaker in poor readers than in skilled readers. The results suggested that the importance of RAN and PA measures in accounting for reading performance has been overstated.

scholarly journals The Influence of Inattention and Rapid Automatized Naming on Reading Performance

2011 ◽  
Vol 26 (3) ◽  
pp. 214-224 ◽  
Author(s):  
A. V. Pham ◽  
J. G. Fine ◽  
M. Semrud-Clikeman
Keyword(s):  
Reading Performance ◽  
Rapid Automatized Naming

scholarly journals Interactive Features of E-Texts’ Effects on Learning: A Systematic Review and Meta-analysis

2021 ◽  
Author(s):  
Virginia Clinton-Lisell
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Reading Performance ◽  
Systematic Search ◽  
Future Directions ◽  
Positive Effects ◽  
Collaborative Tools ◽  
Meta Analyses ◽  
And Control

E-texts afford interactive features that are not feasible with paper texts. Several studies have been conducted examining interactive features of e-texts, but it is uncertain what the overall effect is or what features may be most useful. The purpose of this study is to systematically review and meta-analyze the findings comparing reading performance and/or reading times between e-texts with interactive features and control texts (paper or static e-texts). The systematic search of the literature identified 26 independent studies on reading performance. Based on the meta-analyses, interactive features benefited reading performance (g = .66, p &lt; .001). Individual studies with positive effects involved multiple interactive features; however, potential contributions of three types of features (questions with feedback, digital glossaries, and collaborative tools) are discussed. Future directions for examining interactive features experimentally to better understand what features are most helpful for whom are described.

Meta-analysis of studies on the acquisition of receptive skills and vocabulary in CLIL

2020 ◽  
Vol 8 (1) ◽  
pp. 30-52
Author(s):  
Ivana Cimermanová
Keyword(s):  
Language Learning ◽  
Formal Education ◽  
Meta Analysis ◽  
Reading Performance ◽  
Special Focus ◽  
Area Of Interest ◽  
Positive Attitudes ◽  
Effect Model ◽  
Significant Difference ◽  
Meta Analyses

Abstract Content and language integrated learning (CLIL) is a major area of interest within the field of formal education. There are numerous studies presenting data and results of CLIL implementation. The positive impacts have been reported in building positive attitudes to language learning, to content subject learning, increasing efficacy of language learning. Questions have been raised about the factors that (may) affect research results and their interpretation. Many small studies bring statistically non-significant data as they use small convenience samples. Meta-analyses enable the researchers to synthesise data from research with the same characteristics. The present article analyses the studies that focus on CLIL implementation at primary and secondary schools with special focus on receptive skills and vocabulary gains. Out of 385 selected studies were 9 included and applying randomised-effect model evaluated. The analysis found no statistically significant differences between the CLIL and EFL groups in listening and reading performance. Concerning vocabulary the statistically significant difference in favour of CLIL (p<0,0001) with overall estimate effect 0,84 and confidence interval ranging from 0,56 to 1,11 was observed.

scholarly journals The Prevalence of Dyslexia: A New Approach to Its Estimation

2020 ◽  
Vol 53 (5) ◽  
pp. 354-365
Author(s):  
Richard K. Wagner ◽  
Fotena A. Zirps ◽  
Ashley A. Edwards ◽  
Sarah G. Wood ◽  
Rachel E. Joyner ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Single Point ◽  
Continuous Distribution ◽  
Reading Performance ◽  
Poor Readers ◽  
Point Estimate ◽  
New Approach ◽  
Definitive Answer ◽  
Heterogeneous Nature ◽  
Screening And Identification

How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. Samples of poor readers are a mixture of individuals whose reading is consistent with or expected based on their performance in other academic areas and in language, and individuals with dyslexia whose reading is not consistent with or expected based on their other performances. In the present article, we replicate and extend a new approach for determining the prevalence of dyslexia. Using model-based meta-analysis and simulation, three main results were found. First, the prevalence of dyslexia is better represented as a distribution that varies as a function of severity as opposed to any single-point estimate. Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. Third, individuals with dyslexia can be found across the reading spectrum as opposed to only at the lower tail of reading performance. These results have implications for screening and identification, and for recruiting participants for scientific studies of dyslexia.

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