12,000

We have over 12,000 students, from over 100 countries, within one of the safest campuses in the UK

93%

93% of Lancaster students go into work or further study within six months of graduating

Home > Research > Publications & Outputs > Decoding and reading comprehension
View graph of relations

« Back

Decoding and reading comprehension: a meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English

Research output: Contribution to journalJournal article

Published

Journal publication date03/2014
JournalReview of Educational Research
Journal number1
Volume84
Number of pages38
Pages74-111
Early online date19/09/13
Original languageEnglish

Abstract

The twofold purpose of this meta-analysis was to determine the relative importance of decoding skills to reading comprehension in reading development and to identify which reader characteristics and reading assessment characteristics contribute to differences in the decoding and reading comprehension correlation. A meta-analysis of 110 studies found a sizeable average corrected correlation (rc = .74). Two reader characteristics (age and listening comprehension level) were significant moderators of the relationship. Several assessment characteristics were significant moderators, particularly for young readers: the way that decoding was measured and, with respect to the reading comprehension assessment, text genre, whether or not help was provided with decoding, and whether or not the texts were read aloud. Age and measure of decoding arose as the strongest moderators. We discuss the implications for assessment and the diagnosis of reading difficulties.