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|Other Titles:||Synthesis of Quantitative Research onChinese Reading Comprehension Instruction:Analysis of Moderating Effects|
National Taiwan Normal University
Effective instructions for reading comprehension have been studied over the past few decades,and synthesis of quantitative research has also been conducted on such instructions to analyze theireffect considering cumulative findings across relevant empirical studies. However, due to the limitednumber of included studies, more research into moderating effects is required. This study conducteda meta-analysis of the moderating effects of characteristics of instructional intervention, participants,and methodologies. A systematic literature review was undertaken to identify and collect relevantstudies. General keywords were searched for in a Taiwanese literature database. A total of 880Chinese reading-related articles were retrieved, and 173 articles were formally included on the basisof five inclusion and exclusion criteria. After the meta-analysis, an overall average effect size of+0.43 and +0.39 was obtained separately for immediate and follow-up effects. In the analysis ofmoderating effects, the findings indicated a significantly low average effect size for repeated readinginstruction but a large average effect size for the use of a prediction strategy or research-developedmeasurement tool, struggling or middle-school-aged participants, and studies with poor experimentaldesign or failure to meet relevant standards. Finally, some suggestions and implications are given forfuture research.
|Appears in Collections:||教育科學研究期刊|
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