Rachelle Johnson is a developmental psychology Ph.D. student at Florida State University, funded as an IES Predoctoral Fellow at the Florida Center for Reading Research. Rachelle researches predictors of individual differences in children’s reading development, particularly among students with learning disabilities. She conducts this research using advanced research methods. Lately, much of Rachelle's research has been focused on understanding the contextual environments and emotions children experience while reading.
Contributions
For the reading anxiety meta-analysis paper, in addition to the main text, some supplemental analyses were run. This document contains the results of the supplemental analyses.
This is the same document as the R code for this meta-analysis on reading anxiety. However this is shared in a pdf format.
This is the code from the analysis ran for the reading anxiety meta-analysis.
This is the coding document that we used when extracting coded information from each of the studies included in the reading anxiety meta-analysis. This document also serves as a code book to that dataset for this project that is also on this same LDbase project page.
This is the data that was extracted from existing studies for use in this meta-analysis on reading anxiety and reading achievement. This includes 44 studies. Many of the studies had multiple effect sizes. Each row of data represents a effect size (long format).
We are conducting a meta-analysis on the association between reading anxiety and reading achievement. This document, specifically, is our preregistered coding sheets we plan to use for extraction of information from each study included in the meta-analysis.
In this preregisteration we outline our plan for conducting this meta-analysis on the association between reading anxiety and reading achievement. We provide a description of the study, including the study aims and research questions.
This LDbase project page containes the open science materials for our meta-analysis on the reading anxiety and reading achievement.
