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Journal of College Reading and Learning Volume 52, 2022 - Issue 3
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Research Article

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

Virginia Clinton-Lisella Education, Health, and Behavior Studies, University of North Dakota, Grand Forks, North Dakota, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4705-2217View further author information
ORCID Icon,
Terrill Taylora Education, Health, and Behavior Studies, University of North Dakota, Grand Forks, North Dakota, USAView further author information
,
Sarah E. Carlsonb Educational Psychology, Georgia State University, Atlanta, Georgia, USAORCID Iconhttps://orcid.org/0000-0001-9838-0360View further author information
ORCID Icon,
Mark L. Davisonc Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USAView further author information
&
Ben Seipeld California State University, Chico, California, USAORCID Iconhttps://orcid.org/0000-0002-0279-9480View further author information
ORCID Icon
Pages 191-211 | Published online: 31 May 2022

Citations (3)

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Ángel Javier Tabullo, María Florencia Chiófalo & Alejandro Javier Wainselboim. (2024) Reading comprehension in undergraduates during the COVID-19 pandemic. Associations with executive function difficulties, reading habits and screen times.. Reading Psychology 45:1, pages 1-30.
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Articles from other publishers (2)

Jennifer J. Stiegler-Balfour, Zoe S. Roberts, Abby S. LaChance, Aubrey M. Sahouria & Emily D. Newborough. (2023) Is reading under print and digital conditions really equivalent? Differences in reading and recall of expository text for higher and lower ability comprehenders. International Journal of Human-Computer Studies 176, pages 103036.
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Musharraf Aziz & Rafizah Rawian. (2022) Modeling higher order thinking skills and metacognitive awareness in English reading comprehension among university learners. Frontiers in Education 7.
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