Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis-Reference-Cited by-同舟云学术

Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis

Published:2022-05-31 Issue:3 Volume:52 Page:191-211
ISSN:1079-0195
Container-title:Journal of College Reading and Learning
language:en
Short-container-title:Journal of College Reading and Learning

Author:

Clinton-Lisell Virginia¹^ORCID,Taylor Terrill¹,Carlson Sarah E.²^ORCID,Davison Mark L.³,Seipel Ben⁴^ORCID

Affiliation:

1. Education, Health, and Behavior Studies, University of North Dakota, Grand Forks, North Dakota, USA

2. Educational Psychology, Georgia State University, Atlanta, Georgia, USA

3. Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA

4. California State University, Chico, California, USA

Funder

Institute of Education Sciences, U.S. Department of Education

Institute for Education Sciences

Publisher

Informa UK Limited

Subject

Linguistics and Language,Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10790195.2022.2062626

Reference103 articles.

1. ACT. (2020). ACT technical manual. http://www.act.org/content/dam/act/unsecured/documents/ACT_Technical_Manual.pdf *indicates inclusion in meta *indicates inclusion in metaanalysis

2. ACT, Inc. (2021). About the ACT. http://www.act.org/content/act/en/products-and-services/the-act-educator/the-act-test.html

3. ACT Research and Policy. (2013). What are the ACT college readiness benchmarks? http://www.act.org/content/dam/act/unsecured/documents/benchmarks.pdf

4. *Allen, B. R. (2014). An analysis of student success predictors for technical college persistence [ProQuest Information & Learning]. In Dissertation abstracts International Section A: Humanities and Social Sciences (Vol. 76, Issue 3A, Issue 3A(E)).

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