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
| (1) | (2) | (3) | |
|---|---|---|---|
| Model 1 | Model 2 | Model 3 | |
| Child age | 1.262 | 1.302 | 1.234 |
| (0.384) | (0.424) | (0.457) | |
| HLLE composite (latent predicted score) | 1.161 | 0.870 | |
| (0.546) | (0.458) | ||
| Working memory total span score | 3.367* | ||
| (1.930) | |||
| Constant | 0.127 | 0.095 | 0.181 |
| (0.368) | (0.293) | (0.630) | |
| Observations | 28 | 28 | 28 |
Stepwise logistic regression for factors that predict reading progress status.
Exponentiated coefficients. Standard errors in parentheses.
+p < 0.10, *p < 0.05, **p < 0.01, ***p < 0.001.
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.
Statements
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.
Summary
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
Volume
8 - 2023
Edited and reviewed by
Douglas F. Kauffman, Medical University of the Americas – Nevis, United States
Updates
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
Disclaimer
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.