Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis

Autor/inn/en	Clinton-Lisell, Virginia; Taylor, Terrill; Carlson, Sarah E.; Davison, Mark L.; Seipel, Ben
Titel	Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis
Quelle	In: Journal of College Reading and Learning, 52 (2022) 3, S.191-211 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clinton-Lisell, Virginia) ORCID (Carlson, Sarah E.) ORCID (Seipel, Ben) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2022.2062626
Schlagwörter	Reading Achievement; Reading Comprehension; Reading Tests; Academic Achievement; Meta Analysis; College Students; College Entrance Examinations; Computer Assisted Testing; Vocabulary; Grades (Scholastic); ACT Assessment; COMPASS (Computer Assisted Test); Nelson Denny Reading Tests; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Leseleistung; Leseverstehen; Lesetest; Schulleistung; Meta-analysis; Metaanalyse; Collegestudent; Aufnahmeprüfung; Wortschatz; Notenspiegel; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Reading comprehension assessments are used for postsecondary course placement and advising, and they are components of college entrance exams. Therefore, a quantitative understanding of the relationship between reading comprehension assessments and postsecondary academic achievement is needed. To address this need, we conducted a meta-analysis to examine how well performance on college reading assessments (e.g., ACT, COMPASS, Nelson-Denny, SAT) correlated with academic achievement (GPA and college grades). Additionally, to help explain the variation in previous findings, we examined whether the type of reading assessment used, performance indicator, publication bias, or year of publication served as moderators. Results based on 26 studies and a total of 25,090 students revealed a small association between performance on reading comprehension assessments and college grades (r = 0.29, SE = 0.02, 95% CI [0.25, 0.33], p < 0.001), with no variation based on study moderators. These findings highlight the importance of college student's reading comprehension skills for college academic achievement. [For the corresponding grantee submission, see ED620526.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01