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Comparing students with and without reading difficulties on reading comprehension assessments : A meta-analysis
Collins, Alyson A. Lindström, Esther R. R. Compton, Donald L.
Collins, Alyson A.
Lindström, Esther R. R.
Compton, Donald L.
Abstract
Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading comprehension response formats (e.g., multiple choice, cloze). A systematic literature review identified 82 eligible studies. All studies administered reading comprehension assessments to students with RD and TD students in Grades K–12. Hedge’s g standardized mean difference effect sizes were calculated, and random effects robust variance estimation techniques were used to aggregate average weighted effect sizes for each response format. Results indicated that the achievement gap between students with RD and TD students was larger for some response formats (e.g., picture selection ESg = −1.80) than others (e.g., retell ESg = −0.60). Moreover, for multiple-choice, cloze, and open-ended question response formats, single-predictor metaregression models explored potential moderators of heterogeneity in effect sizes. No clear patterns, however, emerged in regard to moderators of heterogeneity in effect sizes across response formats. Findings suggest that the use of different response formats may lead to variability in the achievement gap between students with RD and TD students.
Keywords
meta-analysis, reading comprehension, assessment, reading difficulties
Date
2018
Type
Journal article
Journal
Book
Volume
51
Issue
2
Page Range
108-123
Article Number
ACU Department
Faculty of Education and Arts
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Compton_2017_Comparing_students_with_and_without_reading.pdf
Adobe PDF, 129.96 KB
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- Embargoed until 9999-12-31
SM_Compton_2017_Comparing_students_with_and_without_reading.pdf
Adobe PDF, 116.46 KB
All rights reserved
- Embargoed until 9999-12-31
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Notes
© Hammill Institute on Disabilities 2017