Morphological awareness in reading comprehension:A secondary analysis
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Secondary analysis is beneficial to find further information and to get a meta-analytic thinking. Once means, standard deviations, sample sizes, and matrix summaries are provided, secondaryresearchers are able to conduct every correlational analysis in general lineal modeling. Anexemplary secondary analysis was conducted in the present study to find practical significanceof the effect sizes across studies on the role of morphological awareness (MA) in readingcomprehension. Based on specific inclusion and exclusion categories, 10 studies were selectedwhich generated 25 effect sizes in total. Secondary commonality analysis results showed thatthe MA effect on reading comprehension was unique from the vocabulary effect. However, theeffect sizes for the unique MA effect were generally smaller than the common effects of MA andvocabulary. Importantly, the unique MA effect on reading comprehension was varied accordingto the learners’ grade level, L1 backgrounds, and types of morphological tasks included. Educational implications and future research recommendations were discussed
Abstract
Secondary analysis is beneficial to find further information and to get a meta-analytic thinking. Once means, standard deviations, sample sizes, and matrix summaries are provided, secondaryresearchers are able to conduct every correlational analysis in general lineal modeling. Anexemplary secondary analysis was conducted in the present study to find practical significanceof the effect sizes across studies on the role of morphological awareness (MA) in readingcomprehension. Based on specific inclusion and exclusion categories, 10 studies were selectedwhich generated 25 effect sizes in total. Secondary commonality analysis results showed thatthe MA effect on reading comprehension was unique from the vocabulary effect. However, theeffect sizes for the unique MA effect were generally smaller than the common effects of MA andvocabulary. Importantly, the unique MA effect on reading comprehension was varied accordingto the learners’ grade level, L1 backgrounds, and types of morphological tasks included. Educational implications and future research recommendations were discussed
참고문헌 (31)
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