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Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts
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In: Sci Stud Read (2020)
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Is Retell a Valid Measure of Reading Comprehension?
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In: Educ Res Rev (2020)
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Abstract:
Retell is used widely as a measure of reading comprehension. In this meta-analysis, we evaluated the relation between retell and other measures of reading comprehension among students in Grades 1–12. Data from 23 studies (82 effect sizes; N = 4,705 participants) showed a moderate relation between retell and other measures of reading comprehension, r = .46. Moderation analyses revealed that the relation was stronger when reading comprehension was measured by cloze or maze tasks than when measured using a multiple-choice format. In addition, the relation was weaker in higher grades, but this was largely explained by text genre or the number of prompts in retell. The relation between ‘oral’ retell and reading comprehension was stronger with a greater number of prompts provided during retell tests. In contrast, results did not differ by other features of retell such as reading mode (oral or silent), text genres of retell (narrative or informational), or use of different oral retell evaluation methods (e.g., number of words or ideas, overall quality). Overall, the results indicate a moderate relation, on average, between retell and other measures of reading comprehension. However, the moderate magnitude indicates caution for using retell as the sole measure of reading comprehension. The results also indicate a need for a better understanding about more systematic approaches to retell assessment (e.g., number and kind of prompts in the case of oral retell) as a measure of reading comprehension.
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Article
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URL: https://doi.org/10.1016/j.edurev.2020.100375 http://www.ncbi.nlm.nih.gov/pubmed/33456495 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7806198/
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Linguistic Predictors of Single-Word Spelling in First Grade Students with Speech and/or Language Impairments
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In: Remedial Spec Educ (2020)
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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender
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The Effects of Genetic and Environmental Factors on Writing Development
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Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)
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The Impact of Transcription Writing Interventions for First-Grade Students
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Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments
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