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Table 2 The baseline descriptive statistics for the entire sample, in raw scores (pretest)

From: The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers

 

Mean

SD

Min

Max

Skewness

Kurtosis

RAN-letters (LPM)

40.35

8.49

21

76

− 0.72

1.37

Raven Standard Progressive Matrices

26.95

5.28

13

36

− 0.05

− 0.36

WISC-R95a vocabulary subtest

20.17

5.91

8

34

− 0.39

− 0.69

Word identification—reading rate (WPM)

32.45

12.77

12.95

78.62

0.88

0.73

Word identification—reading accuracy (% err)

19.9

13.9

0

71.05

1.22

1.69

Word attack—reading rate (WPM)

19.64

5.7

9

41.2

1.2

2.14

Word attack—reading accuracy (% err)

38.5

22.39

3.03

100

0.40

− 0.44

Oral text reading—reading rate (WPM)

73.34

30.4

17

152

0.40

− 0.44

Oral text reading—reading accuracy (% err)

6.42

7.08

0

38.4

2.15

5.13

Level 1 reading comprehensionb

73.64

19.55

12.5

100

− 0.85

0.86

Level 2 reading comprehensionb

39

31.8

0.0

100

0.44

− 0.86

Reading self-concept (competence subscale)c

3.89

0.67

2.0

5

− 0.56

− 0.19

  1. aWechsler Intelligence Scale for Children—Revised (Cahan, 1998)
  2. bRaw scores in percentages
  3. cRaw scores, 5-point Likert scale