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Table 3 Effects for reading skills and reading self-concept by reading level and training condition

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

Measure Reading level Training condition Pretest Posttest Time effect, F(1,128) Reading level effect, F(1,128) Training condition effect, F(1,128) Time* reading level effect, F(1,128)
Word identification—reading rate (WPM) Typical readers Accelerated M SD 39.82 11.5 55.9 15.7 172.46*** η2 = .59 84.94*** η2 = .41 .10, n.s. 15.05*** η2 = .11
Self-paced control M SD 38.98 12.92 56.46 14.32     
Struggling readers Accelerated M SD 23.59 7.22 30.78 8.71     
Self-paced control M SD 23.19 7.83 34.25 10.4     
  Total M SD 33.09 12.97 46.52 17.64     
Word identification accuracy (% error ) Typical readers Accelerated M SD 14.68 8.24 12.16 6.82 47.57*** η2 = .28 19.01*** η2 = .14 0.0, n.s. 10.69*** η2 = .08
Self-paced control M SD 13.77 8.6 9.75 7.0     
Struggling readers Accelerated M SD 23.98 19.34 16.63 14.7     
Self-paced control M SD 27.1 11.58 16.11 7.6     
  Total M SD 18.91 13.12 13.53 9.41     
Reading comprehension Typical readers Accelerated M SD 67.14 21.47 75.08 13.14 56.88*** η2 = .32 27.04*** η2 = .26 2.73, n.s. 4.6* η2 = .04
Self-paced control M SD 60.36 19.22 76.61 15.13     
Struggling readers Accelerated M SD 51.68 20.36 64.32 14.93     
Self-paced control M SD 40.52 17.48 61.19 18.38     
  Total M SD 57.82 22.53 70.35 16.02     
Reading self-concept (competence subscale) Typical readers Accelerated M SD 4.19 0.58 4.29 0.53 24.07*** η2 = .17 29.99*** η2 = .20 0.0, n.s. 4.6* η2 = .04
Self-paced control M SD 4.1 0.49 4.28 0.5     
Struggling readers Accelerated M SD 3.47 0.53 3.83 0.48     
Self-paced control M SD 3.53 0.78 3.88 0.48     
Total M SD 3.89 0.68 4.11 0.54     
  1. ***p < .001; **p < .01; *p < .05