Clair M. Tischner, Sara E. Ebner, Kathleen B. Aspiranti, David A. Klingbeil, Alicia L. Fedewa
{"title":"快速阅读对儿童阅读效果的影响:一项荟萃分析综述","authors":"Clair M. Tischner, Sara E. Ebner, Kathleen B. Aspiranti, David A. Klingbeil, Alicia L. Fedewa","doi":"10.1002/dys.1730","DOIUrl":null,"url":null,"abstract":"<p>Accelerated reader (AR) is a computerized reading program commonly used in schools. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. A meta-analytic review of the AR was conducted to analyse its effectiveness as an evidence-based intervention for improving student reading achievement, attitude, and motivation. This study investigated potential moderating variables, including publication type, participant, and study characteristics that impact student reading outcomes. A total of 44 studies from peer-reviewed journal articles and dissertations met the inclusion criteria. Participants included 16,653 students enrolled in elementary, middle, and high school. Hedges' <i>g</i> effect sizes measures suggest pretest–posttest one-group AR studies have moderate effects (<i>g</i> = 0.541) while comparison group AR studies have marginal effects (<i>g</i> = 0.278). A meta-regression model of six potential categorical moderators of comparison group studies indicted no significant moderators. Implications and the need for further research regarding evidence-based and culturally appropriate reading interventions are discussed.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"29 1","pages":"22-39"},"PeriodicalIF":1.9000,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Effectiveness of accelerated reader on children's reading outcomes: A meta-analytic review\",\"authors\":\"Clair M. Tischner, Sara E. Ebner, Kathleen B. Aspiranti, David A. Klingbeil, Alicia L. Fedewa\",\"doi\":\"10.1002/dys.1730\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Accelerated reader (AR) is a computerized reading program commonly used in schools. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. A meta-analytic review of the AR was conducted to analyse its effectiveness as an evidence-based intervention for improving student reading achievement, attitude, and motivation. This study investigated potential moderating variables, including publication type, participant, and study characteristics that impact student reading outcomes. A total of 44 studies from peer-reviewed journal articles and dissertations met the inclusion criteria. Participants included 16,653 students enrolled in elementary, middle, and high school. Hedges' <i>g</i> effect sizes measures suggest pretest–posttest one-group AR studies have moderate effects (<i>g</i> = 0.541) while comparison group AR studies have marginal effects (<i>g</i> = 0.278). A meta-regression model of six potential categorical moderators of comparison group studies indicted no significant moderators. Implications and the need for further research regarding evidence-based and culturally appropriate reading interventions are discussed.</p>\",\"PeriodicalId\":47222,\"journal\":{\"name\":\"Dyslexia\",\"volume\":\"29 1\",\"pages\":\"22-39\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2022-11-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Dyslexia\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/dys.1730\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/dys.1730","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Effectiveness of accelerated reader on children's reading outcomes: A meta-analytic review
Accelerated reader (AR) is a computerized reading program commonly used in schools. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. A meta-analytic review of the AR was conducted to analyse its effectiveness as an evidence-based intervention for improving student reading achievement, attitude, and motivation. This study investigated potential moderating variables, including publication type, participant, and study characteristics that impact student reading outcomes. A total of 44 studies from peer-reviewed journal articles and dissertations met the inclusion criteria. Participants included 16,653 students enrolled in elementary, middle, and high school. Hedges' g effect sizes measures suggest pretest–posttest one-group AR studies have moderate effects (g = 0.541) while comparison group AR studies have marginal effects (g = 0.278). A meta-regression model of six potential categorical moderators of comparison group studies indicted no significant moderators. Implications and the need for further research regarding evidence-based and culturally appropriate reading interventions are discussed.
期刊介绍:
DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine