This article is a correction to:
An exploratory analysis of divergent patterns in reading progression during a tablet-based literacy program
Sarah Bardack
Celeste Lopez
Karen Levesque
Antonie Chigeda1
Symon Winiko- 1Imagine Worldwide, San Francisco, CA, United States
- 2School of Education, University of Malawi, Zomba, Malawi
A corrigendum on
An exploratory analysis of divergent patterns in reading progression during a tablet-based literacy program
by Bardack, S., Lopez, C., Levesque, K., Chigeda, A., and Winiko, S. (2023). Front. Educ. 8:983349. doi: 10.3389/feduc.2023.983349
In the published article, there was an error in Table 3 as published. After publication, the authors discovered that their statistical software package had exported the coefficients from the logistic regression, instead of transforming them into odds ratios as intended. The corrected Table 3 and its caption appear below.
TABLE 3
Table 3. Stepwise logistic regression for factors that predict reading progress status.
A correction has also been made to Results, Logistic regression results, paragraph 1. This sentence previously stated:
“With each increase of 1 SD in working memory total score, children were 1.2 times more likely to be a high progressing reader.”
The corrected sentence appears below:
“With each increase of 1 SD in working memory total score, children were 3.4 times more likely to be a high progressing reader.”
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Keywords: reading progress, education technology, working memory, home language and literacy environment, international development
Citation: Bardack S, Lopez C, Levesque K, Chigeda A and Winiko S (2023) Corrigendum: An exploratory analysis of divergent patterns in reading progression during a tablet-based literacy program. Front. Educ. 8:1278214. doi: 10.3389/feduc.2023.1278214
Received: 15 August 2023; Accepted: 08 September 2023;
Published: 21 September 2023.
Edited and reviewed by: Douglas F. Kauffman, Medical University of the Americas – Nevis, United States
Copyright © 2023 Bardack, Lopez, Levesque, Chigeda and Winiko. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Sarah Bardack, sarah.bardack@imagineworldwide.org