Effects on reading comprehension of sentence-combining, which is grounded in psycholinguistic theory, have been ambiguous. Two assessments of the effects of sentence-combining on reading comprehension in which the Test of Reading Comprehension was given resulted in disparate results. This limited meta-analysis is based on the two studies with the goal of an over-all conclusion. The meta-analysis indicated that sentence-combining had no appreciable effect on reading comprehension when the test was used as the criterion measure.
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