The authors argue that conventional reading classes with no strategies cannot improve reading performance¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article argues that conducting reading classes with no reading strategies, using monotonous question-answer technique over the 100 Basic Works, makes students passive and does not improve reading performance. → Erkan Çer 2016

Evidence¶

Erkan Çer 2016¶

Erkan Çer, Ertuğrul Şahin. (2016). Improving Reading Comprehension Skills with Children's Books through Metacognitive Strategy: The Turkish Context. Journal of Education and Training Studies. http://dx.doi.org/10.11114/jets.v4i9.1566

q1 · i? · causal · r1

Authors' interpretation in the Discussion section, not a separately tested result; the empirical basis is the control group's lack of improvement in the quasi-experiment. The article offers this as an interpretive conclusion attributed to the study's findings.

"This study also revealed the uselessness of conventional reading classes. Conducting reading classes with no strategies for reading the books on the list of the 100 Basic Works cannot improve reading performance."

Discussion¶

Related Claims¶

• A large share of black fourth-graders score below NAEP Basic in reading, and the article argues many are children with undiagnosed dyslexia — related
• Fifth-grade students using metacognitive strategy with books of literary quality scored significantly higher in post-test reading comprehension than a control group reading the 100 Basic Works conventionally — related
• The authors attribute the control group's flat self-esteem partly to classic works being inappropriate for students' developmental and age levels — related