scholarly journals Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090169 ◽  
Author(s):  
Daibao Guo ◽  
Shuai Zhang ◽  
Katherine Landau Wright ◽  
Erin M. McTigue
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Text Comprehension ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Significant Difference ◽  
Flow Diagrams ◽  
Positive Effect ◽  
Mixed Format

Although convergent research demonstrates that well-designed graphics can facilitate readers’ understanding of text, there are select situations where graphics have been shown to have no effect on learners’ overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics’ effects on readers’ comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners’ characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges’s g = 0.39) on students’ reading comprehension, regardless of grade level. Regarding graphic type, we did not find a significant difference among pictures, pictorial diagrams, and flow diagrams. Only when compared to mixed graphics, pictures had a greater effect on comprehension. Additionally, compared with true and false assessments, graphics differentially benefited students’ comprehension on open-ended comprehension assessments and mixed format assessments. Implications for future research are presented.

scholarly journals Effectiveness and safety of herbal medicines for induction of labour: a systematic review and meta-analysis

BMJ Open ◽  
2018 ◽  
Vol 8 (10) ◽  
pp. e022499 ◽  
Author(s):  
Collins Zamawe ◽  
Carina King ◽  
Hannah Maria Jennings ◽  
Chrispin Mandiwa ◽  
Edward Fottrell
Keyword(s):  
Systematic Review ◽  
Data Extraction ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Herbal Medicines ◽  
Risk Of Bias ◽  
Induction Of Labour ◽  
Quality Data ◽  
Eligibility Criteria ◽  
Significant Difference

ObjectiveThe use of herbal medicines for induction of labour (IOL) is common globally and yet its effects are not well understood. We assessed the efficacy and safety of herbal medicines for IOL.DesignSystematic review and meta-analysis of published literature.Data sourcesWe searched in MEDLINE, AMED and CINAHL in April 2017, updated in June 2018.Eligibility criteriaWe considered experimental and non-experimental studies that compared relevant pregnancy outcomes between users and non-user of herbal medicines for IOL.Data extraction and synthesisData were extracted by two reviewers using a standardised form. A random-effects model was used to synthesise effects sizes and heterogeneity was explored through I2statistic. The risk of bias was assessed using ‘John Hopkins Nursing School Critical Appraisal Tool’ and ‘Cochrane Risk of Bias Tool’.ResultsA total of 1421 papers were identified through the searches, but only 10 were retained after eligibility and risk of bias assessments. The users of herbal medicine for IOL were significantly more likely to give birth within 24 hours than non-users (Risk Ratio (RR) 4.48; 95% CI 1.75 to 11.44). No significant difference in the incidence of caesarean section (RR 1.19; 95% CI 0.76 to 1.86), assisted vaginal delivery (RR 0.73; 95% CI 0.47 to 1.14), haemorrhage (RR 0.84; 95% CI 0.44 to 1.60), meconium-stained liquor (RR 1.20; 95% CI 0.65 to 2.23) and admission to nursery (RR 1.08; 95% CI 0.49 to 2.38) was found between users and non-users of herbal medicines for IOL.ConclusionsThe findings suggest that herbal medicines for IOL are effective, but there is inconclusive evidence of safety due to lack of good quality data. Thus, the use of herbal medicines for IOL should be avoided until safety issues are clarified. More studies are recommended to establish the safety of herbal medicines.

scholarly journals Comparative effectiveness of vitamin D supplementation via buccal spray versus oral supplements on 25(OH)D concentrations: a systematic review

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Lucy Pritchard ◽  
Mary Hickson ◽  
Stephen Lewis
Keyword(s):  
Systematic Review ◽  
Vitamin D ◽  
Adverse Effects ◽  
Crossover Study ◽  
Comparative Effectiveness ◽  
Meta Analysis ◽  
Systemic Circulation ◽  
Vitamin D Supplementation ◽  
Future Research ◽  
Significant Difference

AbstractVitamin D (vitD) deficiency is the most common nutritional deficiency worldwide. Most patients are treated with oral vitD capsules (either vitD2 or vitD3). A few studies have reported equal efficacy of buccal spray vitD. This is a new formulation that is absorbed via the oral mucosa into the systemic circulation, bypassing the gastrointestinal route. The main objective of this systematic review was to identify RCT evidence for the comparative effectiveness of buccal spray versus oral vitD on serum 25-hydroxyvitaminD [25-OHD] concentrations and any adverse effects of buccal spray vitD. We have published an a priori protocol using Joanna Briggs Institute (JBI) methodology (PROSPERO CRD42018118580). A three-step search strategy to identify RCTs was conducted, which reported serum 25-OHD concentrations from five databases from 2008–2018. Retrieved abstracts were screened; included papers imported into JBI SUMARI and assessed for study quality (GRADE) by two authors. Meta-analysis was planned. Three RCTs met our inclusion criteria. Due to heterogeneity of studies, meta-analysis was not possible. In a RCT crossover study, mean serum 25-OHD concentrations were significantly higher in patients with malabsorption syndrome (n = 20) on 1000IU buccal spray + 117.8%(10.46, 95%CI6.89,14.03ng/ml) vs.1000IU oral vitD3 + 36.02%(3.96, 95%CI2.37, 5.56ng/ml) at 30days (p < 0.0001). Mean serum 25-OHD were also significantly higher in healthy adults (n = 20) on buccal spray + 42.99%(7.995, 95%CI6.86,9.13ng/ml)vs.oral vitD3 + 21.72%(4.06, 95%CI3.41,4.71ng/ml) at 30days (p < 0.0001). In another RCT crossover study, ANCOVA revealed no significant difference in the mean and SD change from baseline total 25-OHD concentrations in adults (n = 22) on 3000IU buccal spray vs. 3000IU oral vitD3 + 44%,26.15 (SD17.85) vs. + 51%,30.38 (SD17.91)nmol/l, respectively;F = 1.044, adjusted r20.493,p = 0.313 at 4 weeks. In a RCT, 800IU buccal spray was equally effective as 750IU oral vitD3 in children with neurodisabilities(n = 24) at 3 months. Both groups had a significant increase in 25-OHD; 11.5 ng/ml(median8–19) to 26.5(13.6–39)ng/ml and 15.5ng/ml(8–20) to 34.5(22–49)ng/ml, respectively (z = 150;p < 0.0001). The overall certainty of evidence was very low to moderate. No adverse effects were reported. The evidence from these studies suggests that 800IU-3000IU doses of buccal spray vitD3 given daily may be an effective alternative as oral vitD3 in obtaining short-term haematological responses in serum 25-OHD concentrations. Buccal spray vitD3 may be a useful alternative for patients with intestinal malabsorption or dysphagia. Future research should compare buccal spray VD3 to intramuscular injections and confirm these findings in well-designed trials.

The Effects of Using Colored Paper to Boost Response-Rates to Surveys and Questionnaires

2003 ◽  
Vol 33 (1) ◽  
pp. 29-40 ◽  
Author(s):  
James Hartley ◽  
Andrew Rutherford
Keyword(s):  
Surveys And Questionnaires ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Response Rates ◽  
Colored Paper ◽  
Positive Effect

Many people have speculated over the last 80 years or so about the possibilities of using colored paper to boost response-rates to surveys and questionnaires, and several studies have been carried out. Most of these enquiries report no significant effects from using colored paper, although there have been some exceptions. In this investigation we pooled together the results from all of the experimental studies known to us on the topic and we carried out a meta-analysis to see if there might be a positive effect for colored paper overall. The results indicated that this was not the case, for we found no significant differences between the response rates to white and to colored paper in general. However, when we considered separately the most common colors used, it appeared that pink paper had the greatest effect.

The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis

2020 ◽  
pp. 001440292096918
Author(s):  
Asha K. Jitendra ◽  
Ahmed Alghamdi ◽  
Rebecca Edmunds ◽  
Nicole M. McKevett ◽  
John Mouanoutoua ◽  
...  
Keyword(s):  
Variance Estimation ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Tier 2 ◽  
Mathematics Interventions ◽  
Treatment Groups ◽  
Tier 2 Interventions ◽  
Mathematics Difficulties ◽  
Quasi Experimental

This meta-analysis examined the effectiveness of supplemental Tier-2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasi-experimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier-2 interventions were moderated by intervention model type, group size, and type of measure. We present recommendations for future research and implementation of mathematics practices.

scholarly journals The Work-family Field: Gaps and Missing Links as Opportunities for Future Research

Innovar ◽  
2017 ◽  
Vol 27 (66) ◽  
pp. 57-74 ◽  
Author(s):  
Katherina Kuschel
Keyword(s):  
Selection Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Positive Side ◽  
Self Selection ◽  
Conference Presentations ◽  
Methodological Problems ◽  
Work Family

This review presents a synthesis and a critique of the development of the existing workfamily (WF) literature during the last decade in order to highlight gaps and limitations in current research. The study revises 83 peer-reviewed articles, book chapters and conference presentations (2004-2014) related to WF in economics, management and psychology disciplines, and classifies the current research into three broad themes for future research paths: i) definitions and theories; ii) background and outcomes of wf conflict, balance and enrichment; and iii) methodological gaps. Advances have been made this decade on meta-analysis and the understanding of the positive side of WF interface. Future research opportunities in this field will include a deeper understanding of how to effectively cope with WF conflict, how to achieve WF enrichment, the use of different methods (qualitative, longitudinal and experimental studies) on samples of new occupations, and how researchers could address methodological problems (causality, endogeneity, simultaneity, effect size, and self-selection bias) to better handle the complexity of WF issues.

Linguistic Feature Development Across Grades and Genre in Elementary Writing

2015 ◽  
Vol 46 (3) ◽  
pp. 242-255 ◽  
Author(s):  
Shannon Hall-Mills ◽  
Kenn Apel
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Writing Development ◽  
Text Structure ◽  
Receptive Vocabulary ◽  
Future Research ◽  
Expository Writing ◽  
Linguistic Feature ◽  
Grammatical Complexity ◽  
Lexical Density

Purpose As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development. Method Narrative and expository writing samples produced by 89 children in Grades 2 through 4 were analyzed at the microstructure and macrostructure levels. Measures of receptive vocabulary, word-level reading, and reading comprehension were obtained. Results Exploratory factor analyses revealed 4 microstructure factors (e.g., productivity, grammatical complexity, grammatical accuracy, and lexical density) and 1 macrostructure factor (e.g., a combination of organization, text structure, and cohesion). Multivariate analyses of covariance with reading comprehension as a covariate showed that productivity and macrostructure were sensitive to grade-level and genre differences and that expository grammatical complexity was sensitive to grade-level differences. Conclusions Findings are discussed in light of grade-level standards for narrative and expository writing and current practices in writing assessment. Multiple suggestions are offered for clinical and educational implications, and specific directions are provided for future research.

ALLIANCE SCOPE AND FIRM PERFORMANCE IN THE BIOTECHNOLOGY INDUSTRY

2014 ◽  
Vol 18 (03) ◽  
pp. 1440008 ◽  
Author(s):  
PETER SMITH ◽  
LISA CALLAGHER ◽  
XINLEI HUANG
Keyword(s):  
Systematic Review ◽  
Firm Performance ◽  
Meta Analysis ◽  
Statistical Technique ◽  
Biotechnology Industry ◽  
Future Research ◽  
Significant Difference ◽  
Management Literature ◽  
Managerial Implications ◽  
The Relationship

We test the relationship between alliance scope and firm performance in the context of the biotechnology industry by means of a meta-analysis. Meta-analysis is a statistical technique that allows a systematic review of the existing research that is more rigorously systematic compared to conventional narrative reviews as it uses statistics to capture the strength of relationships. The analysis confirms that a relationship between alliance scope and firm performance does exist. Furthermore, results suggest that there is a statistically significant difference in firm performance between exploitation alliances and exploration alliances, confirming recent studies in the innovation and R&D management literature. Managerial implications and future research suggestions are provided.

scholarly journals A Systematic Literature Review and Research Agenda for Organ Donation Decision Communication

2017 ◽  
Vol 27 (3) ◽  
pp. 309-320 ◽  
Author(s):  
Kathy Knox ◽  
Joy Parkinson ◽  
Bo Pang ◽  
Haruka Fujihira ◽  
Patricia David ◽  
...  
Keyword(s):  
Organ Donation ◽  
Lived Experience ◽  
Meta Analysis ◽  
Public Attitudes ◽  
Experimental Studies ◽  
Organ Donor ◽  
Future Research ◽  
Modifiable Factors ◽  
Attitudinal Characteristics ◽  
Communication Interventions

Background: This study systematically located and appraised peer-reviewed evidence for the efficacy of strategies to increase organ donation decision communication among adults including an assessment of study quality to guide future research in this field. There is little room to move in strengthening unanimously positive public attitudes toward organ donation. Consequently, researchers have called for a focus on organ donation decision communication to understand modifiable factors to increase organ donation rates. Methods: Multiple databases were searched during September 2015, and 44 studies were selected for inclusion. Data concerning participants, design, and outcomes were extracted. Studies were rated for quality and levels of evidence. Findings: Although not amenable to meta-analysis, the literature indicates that approximately 50% of adults who are willing to become an organ donor have discussed this decision with family. The majority of research was conducted in a Western context with an overrepresentation of students. Strategies to increase communication include education, motivation, input from lived experience, efforts to address salient audience beliefs, and scheduled reminders or prompts. Intentions and willingness to discuss organ donation were consistently positively related to discussion behavior; however, formative research and experimental studies testing theoretically driven interventions were scarce. Conclusions: There is mixed evidence for the role of demographic and attitudinal characteristics in the success of organ donation communication interventions. Additional theoretically based research is recommended to establish boundary conditions and validate strategies to increase organ donation decision communication among adults.

scholarly journals The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis

2020 ◽  
Vol 7 (1) ◽  
pp. 735-760
Author(s):  
Hui Shi ◽  
Alan C.K. Cheung ◽  
Elizabeth S.T. Cheung
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Chinese Students ◽  
Learning System ◽  
School Students ◽  
Quasi Experimental ◽  
The Impact ◽  
Positive Effect

Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasi-experimental studies to observe the impact of stratified teaching on students’ academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students’ academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching’s order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.

scholarly journals An investigation of scaffolded reading on EFL hypertext comprehension

2015 ◽  
Vol 31 (3) ◽  
Author(s):  
Hui-Fang Shang
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Work Experience ◽  
Perceived Usefulness ◽  
Future Research ◽  
Efl Learners ◽  
Multiple Resources ◽  
Foreign Language Learners ◽  
Significant Difference ◽  
Efl Students

<span lang="EN-US">With the rapid growth of computer technology, some printed texts are designed as hypertexts to help EFL (English as a foreign language) learners search for and process multiple resources in a timely manner for autonomous learning. T</span><span lang="EN-US">he purpose of this study was to</span><span lang="EN-US"> design a hypertext system and examine if a 14-week teacher-guided print-based and hypertext reading intervention might benefit non-traditional EFL students’ reading comprehension. Non-traditional EFL students are older students with greater work experience. The primary investigation finding revealed no significant difference in comprehension between the teacher-guided print-based and hypertext intervention conditions, though a significant mean improvement was found after hypertext learning. EFL learners’ attitudes also supported that both teacher-guided print-based and hypertext interventions merit reading comprehension performance. In addition, there appears to be a significantly strong and positive relationship between the perceived usefulness of hypertext reading and attempt of future hypertext use, suggesting that the majority of non-traditional EFL learners made a positive willingness and prediction to use the hypertext system in their future reading, but that the degree of usefulness of hypertext reading was not reliably predicted by their hypertext comprehension scores. Based on the investigation results, limitations and future research are discussed and presented.</span>

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