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Project
Description: In the present study, we conduct a meta-analysis of the PA-reading relationship for participants in African contexts.
Project
Description: The data within this project comprise a four year longitudinal study assessing various aspects of literacy including decoding, fluency, vocabulary, reading comprehension, listening comprehension, working memory and writing. Participants were tested on all measures once a year, approximately one year apart.
Dataset
Part of Project: Reading Anxiety and Reading Achievement: A Meta-Analysis
Description: This is a spreadsheet format of table 3 that is included in the manuscript. Table 3 reports the study quality of the studies included in the reading anxiety meta-analysis. 14 quality indicators were selected from a suggested list by Protogerou and Hagger (2020) and adapted slightly in some cases to fit our current meta-analysis topic.
Dataset
Part of Project: Reading Anxiety and Reading Achievement: A Meta-Analysis
Description: This is a spreadsheet format of table 4 that is included in the manuscript. Table 4 reports the reading anxiety measure used in each of 44 studies included in the reading anxiety meta-analysis.
Dataset
Part of Project: Longitudinal Study on Reading and Writing at the Word, Sentence, and Text Levels
Description: This dataset is longitudinal in nature, comprising data from school years (2007/2008-2010/2011) following students in grade 1 to grade 4. Measures were chosen to provide a wide array of both reading and writing measures, encompassing reading and writing skills at the word, sentence, and larger passage or text levels.
Document
Part of Project: Longitudinal Study on Reading and Writing at the Word, Sentence, and Text Levels
Description: This document provides information regarding the naming of variables within the dataset, as well as information regarding the specific tests and subtests included in said dataset.
Document Type: Codebook
Document
Part of Project: Improving the Academic Performance of First-Grade Students with Reading and Math Difficulty
Description: This document is the following article:
Fuchs, L. S., Fuchs, D., Cho, E., Barnes, M. A., Koponen, T., & Espinas, D. R. (2024). Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade. Journal of Learning Disabilities, 0(0).
https://doi.org/10.1177/00222194241248188
Document Type: Journal Contribution
