Literaturnachweis - Detailanzeige
| Autor/inn/en | Clinton-Lisell, Virginia; Taylor, Terrill; Carlson, Sarah E.; Davison, Mark L.; Seipel, Ben |
|---|---|
| Titel | Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis |
| Quelle | (2022), (43 Seiten)
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Reading Achievement; Reading Comprehension; Reading Tests; Academic Achievement; Meta Analysis; College Students; College Entrance Examinations; Computer Assisted Testing; Vocabulary; Grades (Scholastic); ACT Assessment; COMPASS (Computer Assisted Test); Nelson Denny Reading Tests; SAT (College Admission Test) |
| Abstract | Standardized reading assessments are often used as an admissions criterion for college admittance, however, the relationship and predictive validity of reading assessments to academic achievement remains in question. Through a quantitative review of the literature, 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 = 0.29, SE = 0.02, 95% CI [0.25, 0.33], p < 0.001), with no variation based on study moderators. These findings highlight the importance of college student's reading comprehension skills for college academic achievement. [This paper was published in "Journal of College Reading and Learning" v52 n3 p191-211 2022.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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