Eleventh-grade students taught literature with the discourse analysis method showed larger pretest-to-posttest gains in reading comprehension than the traditionally taught control group¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · 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? The experimental group's comprehension mean rose from 3,60 to 8,15 while the control group's rose from 3,00 to 3,95 over the four-month experiment. → Kapanadze 2018
Evidence¶
Kapanadze 2018¶
Dilek Ünveren Kapanadze. (2018). THE EFFECT OF USING DISCOURSE ANALYSIS METHOD ON IMPROVING COGNITIVE AND AFFECTIVE SKILLS IN LANGUAGE AND LITERATURE TEACHING. European Journal of Education Studies, Volume 4, Issue 5. https://www.oapub.org/edu
q2 · i? · causal · r1
Pretest-posttest control group quasi-experiment in a Turkish laboratory school: 20 experimental (11-A) and 24 control (11-B) eleventh-graders, four months of treatment. The article reports the "increase in the experimental group is more significant than the control group"; no effect size is printed.
"In terms of reading comprehension skill, as a result of t test conducted on pretest and post test scores of both groups; it was identified that the arithmetic mean of control group was increased from 3,00 to 3,95 whereas it increased from 3,60 to 8,15 in experimental group."
Discussion¶
Related Claims¶
- Eleventh-grade students taught with the discourse analysis method showed larger pretest-to-posttest gains in making discourse skill than the traditionally taught control group — related
- Eleventh-grade students taught with the discourse analysis method showed larger pretest-to-posttest gains in use of language skill than the traditionally taught control group — related
- Eleventh-grade students taught with the discourse analysis method showed larger pretest-to-posttest gains in textual analysis skill than the traditionally taught control group — related
- Genre-based reading instruction produces significantly higher reading posttest scores than traditional instruction for Iranian female high school EFL learners — related
- Within-group pre-to-post gains were much larger for the direct instruction group than for the traditionally taught control group — related
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