Resolving the Lasting Dispute About Independent Reading Practice at School: A Meta-Analysis

• In Event: Poster Session 2: Teaching Strategies for Early/Elementary Readers and Writers

Abstract

Based on experimental studies alone, the National Reading Panel concluded that there was insufficient evidence (1970-2000) to support independent reading practice at school. More recent reviews (e.g., Yoon, 2002) have not responded to suggestions of including correlational in addition to experimental evidence in testing the potential of reading practice. In this study, we conduct a comprehensive meta-analysis spanning over 50 years, including experimental and correlational research, to examine effects of independent reading at school, and to observe features of implementation that support learning. Preliminary results show a positive but small average effect of independent reading. Our study will offer insights into the role of practice as a cognitive learning agent in reading skill development under autonomous and supported conditions.

Authors

• Adriana Bus, University of Stavanger

• Kathleen A. Roskos, John Carroll University

• Yi Shang, John Carroll University