Within the explicit morphology instruction group, the pre-to-post gain ratio was above Blake's 1.2 minimum for morphological awareness (1.28) and below it for reading comprehension (1.06)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2 · i1 small
Currency · newest study 2019 · 1 of 2 entries checked against their sources (automated) · not reviewed by a person

Subclaims¶

q2 i1 Blake's modified gain ratio for morphological awareness was 1.28, above the minimum accepted value of 1.2; for reading comprehension it was 1.06, slightly below 1.2. → Mohamed Farrag Ahmed Badawi 2019 q2 i1 Blake's modified gain ratio for morphological awareness was 1.28, above the minimum accepted value of 1.2. → Mohamed Farrag Ahmed Badawi 2019 (2)

Evidence¶

Mohamed Farrag Ahmed Badawi 2019¶

Mohamed Farrag Ahmed Badawi. (2019). The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension. English Language Teaching, 12(4). https://doi.org/10.5539/elt.v12n4p166

q2 · i1 · causal · r1

Blake's modified gain ratio computed from the experimental group's pre/post RCT means (7.63 to 15.73, test score 20): the printed effect size is "(1.06) which is slightly below Blake’s minimum accepted value is (1.2)"; the article concludes EMI has little effect size on reading comprehension. Participants were 98 first-year secondary school students in two intact groups of 49; the article's own text calls them "EFL English majors".

"Table 3 shows that the effect size of explicit morphology instruction on developing EFL English majors’ reading comprehension is (1.06) which is slightly below Blake’s minimum accepted value is (1.2)"

Mohamed Farrag Ahmed Badawi 2019 (2)¶

Mohamed Farrag Ahmed Badawi. (2019). The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension. English Language Teaching, 12(4). https://doi.org/10.5539/elt.v12n4p166

q2 · i1 · causal · r2

Blake's modified gain ratio computed from the experimental group's pre/post MAT means (14.55 to 67.2, test score 90): the printed effect size is "(1.28) which is above Black’s minimum accepted value (min.=1.2 and max.=2)". Participants were 98 first-year secondary school students in two intact groups of 49; the article's own text calls them "EFL English majors".

"Table 6 shows that the effect size of explicit morphology instruction on developing EFL English majors’ morphological awareness is (1.28) which is above Black’s minimum accepted value (min.=1.2 and max.=2)"

Discussion¶

Learner Variables¶

• Morphological Awareness — outcome: instruction changes it

Related Claims¶

• Morphological Instruction Improves Vocabulary — related
• Morphological instruction improves word-level literacy outcomes (decoding, spelling, vocabulary, morphological knowledge) but shows no reliable effect on reading comprehension — related
• Explicit morphology instruction raises EFL secondary students' morphological awareness more than regular EFL instruction alone — related
• Explicit morphology instruction raises EFL secondary students' reading comprehension more than regular EFL instruction alone — related
• Morphology+ showed larger positive effects in the informational text (+0.17) and vocabulary (+0.18) subdomains than the overall reading effect — related