The intervention had apparently no effect on anaphoric relations identification, possibly because only three sessions addressed this skill¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? No effect was observed on identification of anaphoric relations. → Roux et al. 2015
Evidence¶
Roux et al. 2015¶
Catherine Roux, Eric Dion, Anne Barrette. (2015). Enhancing Reading Comprehension Among Students With High-Functioning Autism Spectrum Disorder: A Randomized Pilot Study. Canadian Journal of Education 38:1. https://eric.ed.gov/?id=EJ1057963
q2 · i? · causal · r1
Descriptive comparison of difference scores in the randomized pilot; the article reports no effect on anaphoric relations and prints no effect size for this outcome.
"However, the intervention had apparently no effect on anaphoric relations."
Discussion¶
Related Claims¶
- At pre-test, students in the two conditions had similar knowledge of definitions and comprehension scores, with intervention students slightly higher on main idea and anaphoric relations — related
- A 2010 narrative review reports that even very advanced L2 learners read more slowly than native speakers and miss subtle anaphoric interpretation distinctions — related
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