Reading rate in Spanish-speaking students: A meta-analysis

Salceda, Juan Cruz Ripoll; Montesinos, Milagros M. Tapia; Alonso, Gerardo Aguado

doi:10.1016/j.psicoe.2020.01.001

Cited by 7 publications

(6 citation statements)

References 23 publications

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“…Appendix 1 illustrates the differences between measures of comprehension used in the reviewed studies. The effect of the type of measure on the relation between components has also been found in other studies as mentioned earlier (see Cutting & Scarborough, 2006;Ripoll-Salceda et al, 2020).…”

Section: Type Of Reading Comprehension Measure As a Moderator Of The ...supporting

confidence: 80%

“…Therefore, we decided to include type of assessment as a moderator to examine if this variable would also affect the relation between reading components and reading comprehension. Previous studies that have included assessment as a moderator have found a significant moderating effect of assessment on the relation between reading components (see Ripoll-Salceda et al, 2020;Cutting & Scarborough, 2006).…”

Section: Moderators Of the Relation Between Early Reading Components ...mentioning

confidence: 96%

“…Moreover, the authors only identified eight studies that examined the effects between decoding and oral comprehension and reading comprehension in languages with transparent orthographies. These studies used different instruments to measure reading skills, which may have influenced the size of the effect of these processes on reading comprehension (see Ripoll-Salceda et al, 2020). In addition, researchers found only one study in Spanish that met their inclusion criteria.…”

Section: Relation Between Essential Reading Processes and Reading Com...mentioning

confidence: 99%

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Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis

et al. 2022

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This meta-analysis aims to quantitatively synthesize the relation between the essential components of reading and reading comprehension in children whose first language is Spanish and who are learning to read in Spanish in a monolingual setting. Searches were conducted in WOS, Scopus, and ERIC from 2000 to 2021. We used a random effects model and Fisher's z as an index of effect size. We found 33 studies involving 146 effect sizes between the essential components of reading and reading comprehension. The essential components included phonological awareness, morphological awareness, alphabetic principle, fluency, vocabulary, and oral comprehension. Results of the metaanalysis revealed that (1) most studies have focused on understanding the relation between phonological awareness or alphabetic principle and reading comprehension, (2) the largest effect sizes were between phonological awareness and reading comprehension, and between fluency and reading comprehension, and (3) there is a large heterogeneity across studies which is explained, in part, by factors such as age, country where the study was conducted, and the reading comprehension tests used. Implications for practice and future research are discussed.

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Section: Type Of Reading Comprehension Measure As a Moderator Of The ...supporting

confidence: 80%

Section: Moderators Of the Relation Between Early Reading Components ...mentioning

confidence: 96%

Section: Relation Between Essential Reading Processes and Reading Com...mentioning

confidence: 99%

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Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis

et al. 2022

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“…According to the SVR, decoding is the quick and accurate recognition of words based on the match between graphical symbols and phonemes (i.e., letter–sound correspondence), whereas listening comprehension is the process of interpreting spoken words. Decades of research have consistently supported the significant roles of decoding and what the field now frames as language (rather than listening) comprehension in reading comprehension (Lonigan et al, 2018; Ripoll-Salceda & Aguado-Alonso, 2014). Interventions that target decoding have led to moderate effects on comprehension (Suggate, 2016) among children in upper elementary school (Edmonds et al, 2009) and middle and high school (García & Cain, 2014).…”

Section: Reading Theory and Interventionmentioning

confidence: 99%

Evaluating components of the active view of reading as intervention targets: Implications for social justice.

Burns¹,

Duke²,

Cartwright³

2023

School Psychology

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Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing effect sizes from 333 studies that were reported in 26 meta-analyses. Interventions that targeted word recognition (effect size = 0.44) and language comprehension (effect size = 0.62) had statistically significant effects for striving readers, and interventions that targeted active self-regulation (effect size = 0.46) and bridging processes (effect size = 0.70) had medium-to-large median effects on reading. We found (a) large effects of interventions for striving readers focused on text structure, verbal reasoning, and vocabulary; (b) moderate effects for fluency, language structure, motivation, and phonics; and (c) limited research included in meta-analyses for several components of the AVR, including cultural and other content knowledge. The components unique to the AVR added significant variance in reading. Analyses suggest there are many intervention targets available to school psychologists as they work toward social justice in reading outcomes.

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“…Reading plays a vital role in the teaching-learning process, which is why promoting reading habits from the early years of schooling is necessary not only in the native language but also in learning English, which allows for a comprehensive education of the student [1,2] Educational institutions must provide instruction in English as a foreign language to ensure a complete and meaningful learning experience. Various strategies, such as educational projects, are encouraged for this purpose [3,4].…”

Section: Introductionmentioning

confidence: 99%

Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language

Imbaquingo,

Cárdenas

2023

Education Sciences

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This study aimed to investigate the effectiveness of Project-Based Learning (PBL) in enhancing English language reading skills among ninth-grade students in a school located in Quito. The research employed a mixed-methods approach, combining a descriptive nature with a comprehensive literature review from reputable sources such as ScienceDirect, Scopus, MDPI, Web of Science, and Springer. The analytical-synthetic method was utilized, incorporating an observation guide to diagnose students’ reading preferences and habits, along with questionnaires administered to 10 teachers and two institutional authorities to gather insights on their experiences with PBL. The main objective was increasing interest and competence in reading, reading, and comprehension. Following the implementation of PBL, the 20 participating students exhibited enhanced motivation and demonstrated advancements in their reading skills. They engaged in significant, relevant projects aligned with their social and educational environment. The results highlight the effectiveness of PBL as a teaching strategy for developing English language reading skills. The findings suggest that educators have a fundamental responsibility to stimulate and encourage the development of reading abilities, especially for students at the beginning of their schooling. PBL offers an active and innovative approach to foster student engagement and improve reading and comprehension skills. Therefore, this study demonstrates that implementing PBL can positively impact students’ English language reading skills. These results support the recommendation for the widespread adoption of PBL in English language learning contexts to enhance reading proficiency among students.

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Reading rate in Spanish-speaking students: A meta-analysis

Cited by 7 publications

References 23 publications

Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis

Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis

Evaluating components of the active view of reading as intervention targets: Implications for social justice.

Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language

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