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Building a Stronger Case for Independent Reading at School

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Title: Building a Stronger Case for Independent Reading at School
Language: English
Authors: Adriana G. Bus (ORCID 0000-0002-2836-176X), Yi Shang, Kathleen Roskos
Source: AERA Open. 2024 10(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Independent Reading, Reading Attitudes, Word Recognition, Reading Comprehension, Elementary School Students, Middle School Students, Reading Achievement, Outcomes of Education, Outcome Measures, Effect Size, Meta Analysis, Decoding (Reading), Reading Fluency, Reading Instruction
ISSN: 2332-8584
Abstract: The effectiveness of incorporating independent reading practice in schools has long been a subject of uncertainty. To shed light on this ongoing debate, this meta-analysis seeks to investigate the impact of in-school independent reading on three crucial measures--attitudes toward reading, word recognition, and comprehension--focusing on K-10 students. The analysis encompasses (quasi-)experimental studies conducted between 1970 and 2020, examining a total of 7,493 students across 47 studies. Because most studies contain more than one outcome measure or effect size, we used a meta-analytic model with a three-level structure. The findings reveal a statistically significant overall effect size (Hedges' g = 0.08). Specifically, the effect sizes are more pronounced when considering word recognition (i.e., word attack, word identification, decoding, and fluency; Hedges' g = 0.21) and students' reading attitude (Hedges' g = 0.18) as outcome measures. However, the effect size for comprehension--the most commonly assessed outcome measure--was approximately zero (Hedges' g = -0.014).
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455298
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Building a Stronger Case for Independent Reading at School
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  Data: <searchLink fieldCode="AR" term="%22Adriana+G%2E+Bus%22">Adriana G. Bus</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2836-176X">0000-0002-2836-176X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yi+Shang%22">Yi Shang</searchLink><br /><searchLink fieldCode="AR" term="%22Kathleen+Roskos%22">Kathleen Roskos</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2024 10(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 17
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Independent+Reading%22">Independent Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Attitudes%22">Reading Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+Measures%22">Outcome Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink>
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  Data: 2332-8584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The effectiveness of incorporating independent reading practice in schools has long been a subject of uncertainty. To shed light on this ongoing debate, this meta-analysis seeks to investigate the impact of in-school independent reading on three crucial measures--attitudes toward reading, word recognition, and comprehension--focusing on K-10 students. The analysis encompasses (quasi-)experimental studies conducted between 1970 and 2020, examining a total of 7,493 students across 47 studies. Because most studies contain more than one outcome measure or effect size, we used a meta-analytic model with a three-level structure. The findings reveal a statistically significant overall effect size (Hedges' g = 0.08). Specifically, the effect sizes are more pronounced when considering word recognition (i.e., word attack, word identification, decoding, and fluency; Hedges' g = 0.21) and students' reading attitude (Hedges' g = 0.18) as outcome measures. However, the effect size for comprehension--the most commonly assessed outcome measure--was approximately zero (Hedges' g = -0.014).
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  Data: 2025
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  Data: EJ1455298
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Independent Reading
        Type: general
      – SubjectFull: Reading Attitudes
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Outcome Measures
        Type: general
      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
    Titles:
      – TitleFull: Building a Stronger Case for Independent Reading at School
        Type: main
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          Name:
            NameFull: Adriana G. Bus
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            NameFull: Yi Shang
      – PersonEntity:
          Name:
            NameFull: Kathleen Roskos
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              M: 01
              Type: published
              Y: 2024
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