{"title":"A Note from the Editors","authors":"S. Felber, Deena Vaughn, M. Carson","doi":"10.1080/10790195.2022.2085456","DOIUrl":null,"url":null,"abstract":"Taylor, Sarah E. Carlson, Mark L. Davison, and Ben Seipel study the relation-ship between reading comprehension assessment and postsecondary academic achievement. The authors conducted a meta-analysis to explore the","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"149 - 150"},"PeriodicalIF":0.0000,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of College Reading and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10790195.2022.2085456","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
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Abstract
Taylor, Sarah E. Carlson, Mark L. Davison, and Ben Seipel study the relation-ship between reading comprehension assessment and postsecondary academic achievement. The authors conducted a meta-analysis to explore the
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.
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