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ERIC Number: EJ1020655
Record Type: Journal
Publication Date: 2014-Mar
Pages: 38
Abstractor: As Provided
ISSN: ISSN-0034-6543
Decoding and Reading Comprehension: A Meta-Analysis to Identify Which Reader and Assessment Characteristics Influence the Strength of the Relationship in English
García, J. Ricardo; Cain, Kate
Review of Educational Research, v84 n1 p74-111 Mar 2014
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 ([reading comprehension = 0.74]). 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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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A