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A meta-analysis of the relationship between student attitudes towards reading and achievement in reading: META-ANALYSIS OF ATTITUDES AND ACHIEVEMENT IN READING
Open accessAbstract
A meta-analysis of the relationship between attitudes in reading and achievement in reading was conducted to provide a statistical summary to the observed variability in the magnitude of previously reported effect sizes. A total of 32 studies, with a total sample size of 224,615 were used, and included a total of 118 effect sizes. A multi-level approach was used in meta-analysis to determine if variance in the magnitude of effect sizes could be partitioned to study (level 1) and moderator (level 2) levels by using a mixed model approach. Results from the meta-analysis indicated that the mean strength of the relationship between reading attitudes and achievement is moderate (Zr=.32), while stronger for students in elementary school (Zr=.44) when compared with middle school students (Zr=.24). Findings related to selected moderator variables are discussed, with suggestions for future research.
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Cites
Distribution Theory for Glass's Estimator of Effect Size and Related Estimators
Hedges, L. V. (1981) · Journal of Educational Statistics · doi:10.2307/1164588 · Cited by 5,695
Meta-Analytic Procedures for Social Research
Rosenthal, R. (1991) · doi:10.4135/9781412984997 · Cited by 4,635
Meta-analysis: Principles and procedures
Egger, M., Smith, G. D., & Phillips, A. N. (1997) · BMJ · doi:10.1136/bmj.315.7121.1533 · Cited by 2,415
Consequences of prejudice against the null hypothesis.
Greenwald, A. G. (1975) · Psychological Bulletin · doi:10.1037/h0076157 · Cited by 1,022
Cited by
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence
Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012) · Reading Research Quarterly · doi:10.1002/rrq.030 · Cited by 694
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students
Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020) · Review of Educational Research · doi:10.3102/0034654320919352 · Cited by 269
Enhancing digital reading performance with a collaborative reading annotation system
Chen, C.-M., & Chen, F.-Y. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.04.010 · Cited by 141
Metadata
- Authors
- Petscher, Y.
- Venue
- Journal of Research in Reading
- Publisher
- Wiley
- Published
- 2009-10-21
- Volume
- 33
- Issue
- 4
- Pages
- 335-355
- ISSN
- 0141-0423 (ISSN-L)
- OpenAlex
- W1516006851
- Cited by
- 230
- References
- 4
- FWCI
- 4.82
- Type
- journal article
- Language
- en
- Open access
- bronze
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- Petscher, Y. (2010). A meta-analysis of the relationship between student attitudes towards reading and achievement in reading: META-ANALYSIS OF ATTITUDES AND ACHIEVEMENT IN READING. Journal of Research in Reading. https://doi.org/10.1111/j.1467-9817.2009.01418.x
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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