A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties

2019 ◽  
pp. 074193251985505
Author(s):  
Leah M. Zimmermann ◽  
Deborah K. Reed ◽  
Ariel M. Aloe
Keyword(s):  
Reading Fluency ◽  
Meta Analysis ◽  
Repeated Reading ◽  
Reading Difficulties ◽  
Weighted Average ◽  
Inclusion Criteria ◽  
Robust Variance ◽  
Analytic Review ◽  
Fluency Instruction ◽  
K 12

This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguished by their intervention structures; student groupings; and text difficulty, length, and genre. The overall multivariate weighted average standardized mean difference with robust variance yielded an improvement of less than 0.2 SD ( d = 0.176) for non-repetitive reading fluency interventions, but results were positive and statistically significant. The moderator analysis revealed that the effect on comprehension outcomes ( d = 0.239) was slightly larger than fluency outcomes ( d = 0.105), but differences between the magnitude of the two outcomes were not statistically significant. Moreover, there was no indication of concern for publication bias. Studies comparing repeated reading and non-repetitive reading fluency interventions produced reading outcomes similar in magnitude, with no significant differences. Results indicated that non-repetitive reading fluency instruction may be a feasible approach for students with reading difficulties.

scholarly journals Effects of Gamification on Behavioral Change in Education: A Meta-Analysis

2021 ◽  
Vol 18 (7) ◽  
pp. 3550
Author(s):  
Jihoon Kim ◽  
Darla M. Castelli
Keyword(s):  
Behavioral Change ◽  
Information Science ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Random Effects Model ◽  
Educational Setting ◽  
Short Term ◽  
Analytic Review ◽  
K 12 ◽  
Academic Search

Background: Gamified reward systems, such as providing digital badges earned for specific accomplishments, are related to student engagement in educational settings. The purpose of this study was to conduct a meta-analytic review to quantify the effects of gamified interventions on student behavioral change. Methods: A meta-analysis was performed using the following databases: The Academic Search Complete, Communication & Mass Media Complete, Education Source, ERIC, Library Information Science & Technology Abstracts, and PsycINFO. Inclusion in the review required: (a) peer-reviewed conducted between 2010 and 2019, (b) experimental controlled design, (c) gamification elements, and (d) educational setting. Results: Using a random-effects model, a statistically significant (Cohen’s d (ES) = 0.48, 95% CI = 0.33, 0.62) gamification effect was evidenced by moderate and positive grand effects sizes (ES). Gamification effects were higher with adults in higher education (ES = 0.95) than K-12 students (ES = 0.92). Brief interventions delivered in days or less than 1 week were significantly more effective (ES = 1.57) than interventions lasting up to 20 weeks (ES = 0.30). Interventions incorporating gamification elements across years (ES = −0.20) was adversely associated with behavioral change. Conclusions: Findings suggest that short-term over longer-term gamified interventions might be a promising way to initiate changes in learner’s behaviors and improve learning outcome.

scholarly journals Effectiveness of vaccinating household contacts in addition to chemoprophylaxis after a case of meningococcal disease: a systematic review

2008 ◽  
Vol 136 (11) ◽  
pp. 1441-1447 ◽  
Author(s):  
M. R. HOEK ◽  
H. CHRISTENSEN ◽  
W. HELLENBRAND ◽  
P. STEFANOFF ◽  
M. HOWITZ ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meningococcal Disease ◽  
Attack Rate ◽  
Meta Analysis ◽  
Weighted Average ◽  
Inclusion Criteria ◽  
Primary Case ◽  
Household Contacts ◽  
Unpublished Report

SUMMARYWe performed a systematic review to estimate the effectiveness of vaccination, in addition to chemoprophylaxis, in preventing meningococcal disease among household contacts. Medline, EMBASE, EMGM, and EUIBIS were used for data collection. Studies reporting on at least 100 primary cases and on subsequent cases in household settings with follow-up of more than 2 weeks after onset of disease in the primary case were reviewed. A meta-analysis was used to calculate the average attack rate in household contacts given chemoprophylaxis 14–365 days after onset of disease in the primary case. In total, 652 studies were identified, five studies and one unpublished report met the inclusion criteria. The weighted average attack rate was 1·1/1000 household contacts (95% CI 0·7–1·7). This review supports vaccination of household contacts in addition to chemoprophylaxis to reduce the risk of meningococcal disease among household contacts of a case caused by a vaccine-preventable serogroup.

scholarly journals A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties

2011 ◽  
Vol 44 (3) ◽  
pp. 258-275 ◽  
Author(s):  
Elizabeth Swanson ◽  
Sharon Vaughn ◽  
Jeanne Wanzek ◽  
Yaacov Petscher ◽  
Jennifer Heckert ◽  
...  
Keyword(s):  
At Risk ◽  
Meta Analysis ◽  
Repeated Reading ◽  
Reading Difficulties ◽  
Dialogic Reading ◽  
Read Aloud ◽  
Computer Assisted ◽  
Print Concepts ◽  
Story Reading ◽  
Positive Effects

A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children’s language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.

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.

A Meta-Analytic Review of Treatment of Homosexuality

2002 ◽  
Vol 90 (3_part_2) ◽  
pp. 1139-1152 ◽  
Author(s):  
A. Dean Byrd ◽  
Joseph Nicolosi
Keyword(s):  
Outcome Measures ◽  
Treatment Efficacy ◽  
Behavioral Interventions ◽  
Meta Analysis ◽  
Empirical Support ◽  
Inclusion Criteria ◽  
Alternative Treatments ◽  
Control Groups ◽  
Analytic Review ◽  
Average Patient

This paper examined and synthesized studies of treatment of individuals identified as homosexual using meta-analytic technique. A large number of studies (146) evaluating treatment efficacy were identified, most published prior to 1975 and 14 of which met inclusion criteria and provided statistics that could be used in a meta-analysis. These 14 outcome studies were published between 1969 and 1982 and used primarily behavioral interventions. Analysis indicated that treatment for homosexuality was significantly more effective than alternative treatments or control groups for homosexuality (ES = .72), and significant differences were found across pre- to postanalysis (ES = .89). In other words, the average patient receiving treatment was better off than 79% of those in the alternative treatments or as compared to pretreatment scores on the several outcome measures. This meta-analysis of 14 studies provides empirical support for a group of 146 studies which have narratively suggested that treatment for homosexuality is effective. Variables related to treatment efficacy are examined.

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