Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 2 of 2
Full-Text Articles in Education
Differentiating Reading Profiles Of Children With Specific Comprehension Deficits From Skilled Readers: A Systematic Review, Daibao Guo, Luxi Feng, Tracey S. Hodges
Differentiating Reading Profiles Of Children With Specific Comprehension Deficits From Skilled Readers: A Systematic Review, Daibao Guo, Luxi Feng, Tracey S. Hodges
Literacy, Language, and Culture Faculty Publications and Presentations
The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with specific comprehension deficit (SCD), who have adequate decoding skills, but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection approaches for classifying students with SCD and a wide range of measurements of reading skills used to distinguish students with SCD from skilled readers. In addition, to develop a reading profile for students with SCD, we performed a meta-analysis to quantify the characteristics of SCD by comparing their reading skills to …
The Impact Of Visual Displays On Learning Across The Disciplines: A Systematic Review, Daibao Guo, Erin M. Mctigue, Sharon D. Matthews, Wendi Zimmer
The Impact Of Visual Displays On Learning Across The Disciplines: A Systematic Review, Daibao Guo, Erin M. Mctigue, Sharon D. Matthews, Wendi Zimmer
Literacy, Language, and Culture Faculty Publications and Presentations
The current systematic review aimed to investigate in what ways the incorporation of visual display tasks benefits K-12 students’ content-area learning. After screening 1693 articles at abstract level and a systematic evaluation of methodological quality, we synthesized 44 articles for this review. The qualitative synthesis of the studies is organized by categories of interaction with visual displays (ViDis), instructional support, and types of knowledge and learning. Overall findings indicate the simple inclusion of visual displays does not guarantee a positive learning effect. More detailed findings distinguish three categories of ViDis: author-provided, student-filled-in, and student-created visual displays. Furthermore, we discuss …