@article{ART001781840},
author={Yong-Wook Kim and 김경미},
title={Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2013},
volume={14},
number={2},
pages={225-247}
TY - JOUR
AU - Yong-Wook Kim
AU - 김경미
TI - Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2013
VL - 14
IS - 2
PB - Research Institute of the Korea Special Education
SP - 225
EP - 247
SN - 1598-060X
AB - The purpose of this study is to suggest the way of instructional strategies, in which is expected to cause the high accomplishment in the reading comprehension improvement of elementary students with reading disabilities. To do this end, 23 intervention studies that were related to reading comprehension strategies were selected. The results were meta-analyzed by using CMA (Comprehensive Meta Analysis) 2.0 version program. To evaluate the effect of the instructional strategies used in each study, a total of 24 Hedges’s g values were calculated. The overall mean effect size for all studies was 2.83, so the effect was proved to be very positive and effective. Research strategies are divided into four areas-Predicting strategy, Elaboration strategy, Organization strategy and Comprehension-monitoring strategy in accordance with Seo(2001)’s category. Organization strategy was proved to be the most effective instruction method. Moderator analysis showed that variables such as study design, reading level, the number of intervention per week, measurement tool influenced on the effect size. There was no difference in effect size according to student’s year. However, studies on students who was fallen over 1.5 years behind their age in academic reading performance is more effective. In condition of intervention, studies which conducted 1-2 times per week had more effective than the others. In terms of the number of total intervention and place, there was no meaningful difference. And studies with modified and complemented measurement tools had bigger effect size than with curriculum-based measurement tools.
KW - reading disabilities;reading intervention and strategies;reading comprehension;effect size;Meta-analysis
DO -
UR -
ER -
Yong-Wook Kim and 김경미. (2013). Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities. Journal of Special Education: Theory and Practice, 14(2), 225-247.
Yong-Wook Kim and 김경미. 2013, "Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities", Journal of Special Education: Theory and Practice, vol.14, no.2 pp.225-247.
Yong-Wook Kim, 김경미 "Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities" Journal of Special Education: Theory and Practice 14.2 pp.225-247 (2013) : 225.
Yong-Wook Kim, 김경미. Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities. 2013; 14(2), 225-247.
Yong-Wook Kim and 김경미. "Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities" Journal of Special Education: Theory and Practice 14, no.2 (2013) : 225-247.
Yong-Wook Kim; 김경미. Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities. Journal of Special Education: Theory and Practice, 14(2), 225-247.
Yong-Wook Kim; 김경미. Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities. Journal of Special Education: Theory and Practice. 2013; 14(2) 225-247.
Yong-Wook Kim, 김경미. Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities. 2013; 14(2), 225-247.
Yong-Wook Kim and 김경미. "Effect Size and Moderator Analysis on Studies on Reading Comprehension Improvement for Elementary Students with Reading Disabilities" Journal of Special Education: Theory and Practice 14, no.2 (2013) : 225-247.
