Reading comprehension
A meta-analysis comparing standardized and non-standardized assessment results
Bibliographic Data
| ID | 22436657 |
|---|---|
| Authors | Nathaniel Hansford (0009-0002-2873-8149), Kathryn Garforth, Sky McGlynn, Joshua King (0000-0002-5239-6022) |
| Year | 2026 |
| Volume | 5 |
| Issue | 1 |
| Publication date | 2026-01-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discover Education (JOURNAL) |
| Journal identifiers | ISSN: 2731-5525 • E-ISSN: 2731-5525 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s44217-026-01140-6 |
| Language | EN |
| References cited | 32 |
Introduction to Meta‐Analysis
The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children
The Critical Role of Vocabulary Development for English Language Learners
Why the Simple View of Reading Is Not Simplistic
Calculating and reporting effect sizes to facilitate cumulative science
Decoding, Reading, and Reading Disability
The Active Ingredient in Reading Comprehension Strategy Intervention for Struggling Readers
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia
A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades
Beyond Decoding
The Science of Reading Progresses
Efficacy of Collaborative Strategic Reading With Middle School Students
Effects of Explicit Reading Strategy Instruction on Grade 9 Students' Achievement in Reading Comprehension
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
| Highly cited | No |
|---|