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

Research and Practice in Technology Enhanced Learning

Table 4 Results of two-way ANCOVA analyses

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	47.9^a (1.39)	9.69** η² = .18	.14, n.s.
	Typical readers	Self-paced control	49.5^a (2.39)
	Struggling readers	Accelerated	39.02^a (2.26)
	Struggling readers	Self-paced control	43.2^a (2.12)
Word identification accuracy (% error (	Typical readers	Accelerated	14.15^b (0.9)	0.0, n.s.	3.23, n.s.
	Typical readers	Self-paced control	12.21^b (1.62)
	Struggling readers	Accelerated	14.93^b (1.46)
	Struggling readers	Self-paced control	11.69^b (1.38)
Reading comprehension	Typical readers	Accelerated	71.84^c (1.85)	4.18* η² = .03	0.22, n.s.
	Typical readers	Self-paced control	71.84^c (1.85)
	Struggling readers	Accelerated	66.76^c (2.81)
	Struggling readers	Self-paced control	71.84^c (1.85)
Reading self-concept	Typical readers	Accelerated	4.12^d (0.58)	.58, n.s.	0.11, n.s.
	Typical readers	Self-paced control	4.16^d (0.49)
	Struggling readers	Accelerated	4.07^d (0.93)
	Struggling readers	Self-paced control	4.07^d (0.85)