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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