Both RT and regular remedial instruction significantly improved underachievers' oral reading fluency over 15 weeks¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within both the experimental and control groups, oral fluency improved significantly from pretest to posttest (paired t-values -15.72 and -7.69, both p<.001). → Chou 2013

Evidence¶

Chou 2013¶

Chou, C. (2013). A study on the effectiveness of applying "Readers' Theater" as English remedial instruction for underachievers. Taiwan Journal of TESOL, 10(1), 77-103. http://english.moe.gov.tw/ct.asp?xItem=7773&ctNode=516&mp=1

q2 · i? · causal · r2

Paired-samples t-tests on one-minute oral reading assessments for 25 experimental and 24 control underachievers; the article reports t-values of -15.72 and -7.69, "both of which reached the .001 significance level." Means rose from 86.40 to 126.40 (experimental) and 87.33 to 103.25 (control).

"This indicates that both experimental and control groups displayed significant improvements in their English fluency following 15 weeks of English remedial instruction."

Discussion¶

Learner Variables¶

• Reading Fluency — outcome: instruction changes it

Related Claims¶

• Underachieving college English students taught with Readers' Theater remedial instruction achieved significantly higher oral reading fluency than control-group peers after 15 weeks — related
• RT-exposed underachievers earned significantly higher English learning achievement grades than control-group peers after remedial instruction — related
• RT remedial instruction produced significantly higher English learning motivation than regular remedial instruction at post-test — related
• RT remedial instruction did not reduce English learning anxiety more than regular remedial instruction — related
• RT remedial instruction produced significantly higher English self-efficacy than regular remedial instruction at post-test — related
• Within the same passage, treatment students' fluency increased from Monday cold reads to Friday reads each week — related
• No evidence demonstrates unique, reliable, or EL-specific gains attributable to readers' theater alone — related
• Both instructed and regular listening classes produce significant within-group gains in general listening comprehension over a 10-week course — related