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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