Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis

Q2 Social Sciences Journal of College Reading and Learning Pub Date : 2022-05-31 DOI:10.1080/10790195.2022.2062626

Virginia Clinton-Lisell, Terrill O. Taylor, Sarah E. Carlson, M. Davison, B. Seipel

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引用次数: 3

Abstract

ABSTRACT Reading comprehension assessments are used for postsecondary course placement and advising, and they are components of college entrance exams. Therefore, a quantitative understanding of the relationship between reading comprehension assessments and postsecondary academic achievement is needed. To address this need, we conducted a meta-analysis to examine how well performance on college reading assessments (e.g., ACT, COMPASS, Nelson-Denny, SAT) correlated with academic achievement (GPA and college grades). Additionally, to help explain the variation in previous findings, we examined whether the type of reading assessment used, performance indicator, publication bias, or year of publication served as moderators. Results based on 26 studies and a total of 25,090 students revealed a small association between performance on reading comprehension assessments and college grades (r = .29, SE = .02, 95% CI [.25, .33], p < .001), with no variation based on study moderators. These findings highlight the importance of college students’ reading comprehension skills for college academic achievement.

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阅读理解评估的表现与大学成绩:一项元分析

阅读理解评估用于高等教育课程安排和建议，它们是大学入学考试的组成部分。因此，有必要定量了解阅读理解评估与高等教育学业成绩之间的关系。为了解决这一需求，我们进行了一项荟萃分析，以检查大学阅读评估(例如ACT, COMPASS, Nelson-Denny, SAT)的表现与学业成就(GPA和大学成绩)的相关性。此外，为了帮助解释先前研究结果的差异，我们检查了所使用的阅读评估类型、绩效指标、出版偏倚或出版年份是否起调节作用。基于26项研究和总共25,090名学生的结果显示，阅读理解评估的表现与大学成绩之间存在很小的关联(r = 0.29, SE = 0.02, 95% CI)。[25， .33]， p < .001])，没有基于研究调节因子的变化。这些发现强调了大学生阅读理解能力对大学学业成绩的重要性。

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.