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Table 4 Results of two-way ANCOVA analyses

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 Posttest adjusted means and standard error Reading level effect F (1,128) Training condition effect F (1,128)
Word identification—reading rate (WPM) Typical readers Accelerated 47.9a (1.39) 9.69** η2 = .18 .14, n.s.
Self-paced control 49.5a (2.39)   
Struggling readers Accelerated 39.02a (2.26)   
Self-paced control 43.2a (2.12)   
Word identification accuracy (% error ( Typical readers Accelerated 14.15b (0.9) 0.0, n.s. 3.23, n.s.
Self-paced control 12.21b (1.62)   
Struggling readers Accelerated 14.93b (1.46)   
Self-paced control 11.69b (1.38)   
Reading comprehension Typical readers Accelerated 71.84c (1.85) 4.18* η2 = .03 0.22, n.s.
Self-paced control 71.84c (1.85)   
Struggling readers Accelerated 66.76c (2.81)   
Self-paced control 71.84c (1.85)   
Reading self-concept Typical readers Accelerated 4.12d (0.58) .58, n.s. 0.11, n.s.
Self-paced control 4.16d (0.49)   
Struggling readers Accelerated 4.07d (0.93)   
Self-paced control 4.07d (0.85)   
  1. **p < .01; *p < .05
  2. Covariates are evaluated according to:
  3. aPretest word identification—reading rate (WPM) = 32.48
  4. bPretest word identification accuracy (% error) = 18.96
  5. cPretest reading comprehension = 56.7
  6. dPretest reading self-concept = 3.91