The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.
Decoding and Reading Comprehension: A Meta-Analysis to Identify Which Reader and Assessment Characteristics Influence the Strength of the Relationship in English
Abstract
The twofold purpose of this meta-analysis was to determine the relative importance of decoding skills to reading comprehension in reading development and to identify which reader characteristics and reading assessment characteristics contribute to differences in the decoding and reading comprehension correlation. A meta-analysis of 110 studies found a sizeable average corrected correlation ([Formula: see text] = .74). Two reader characteristics (age and listening comprehension level) were significant moderators of the relationship. Several assessment characteristics were significant moderators, particularly for young readers: the way that decoding was measured and, with respect to the reading comprehension assessment, text genre; whether or not help was provided with decoding; and whether or not the texts were read aloud. Age and measure of decoding were the strongest moderators. We discuss the implications of these findings for assessment and the diagnosis of reading difficulties.
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Cites
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Cited by
How many words do we read per minute? A review and meta-analysis of reading rate
Brysbaert, M. (2019) · Journal of Memory and Language · doi:10.1016/j.jml.2019.104047 · Cited by 553
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading
Duke, N. K., & Cartwright, K. B. (2021) · Reading Research Quarterly · doi:10.1002/rrq.411 · Cited by 510
Lervåg, A., Hulme, C., & Melby-Lervåg, M. (2018) · Child Development · doi:10.1111/cdev.12861 · Cited by 316
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Nation, K. (2019) · Australian Journal of Learning Difficulties · doi:10.1080/19404158.2019.1609272 · Cited by 159
Duncan, L. G., McGeown, S. P., Griffiths, Y. M., Stothard, S. E., & Dobai, A. (2016) · British Journal of Psychology · doi:10.1111/bjop.12134 · Cited by 105
Metadata
- Authors
- García, J. R., & Cain, K.
- Venue
- Review of Educational Research
- Published
- 2014-03
- Volume
- 84
- Issue
- 1
- Pages
- 74-111
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2153180060
- Cited by
- 408
- References
- 12
- FWCI
- 25.12
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
