Extensive reading accompanied by peer interaction produced greater reading achievement gains than ER without peer interaction, no ER, or ER with teacher conferences¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In a pretest-posttest study, students doing ER with peer interaction significantly outperformed students in the three other conditions on reading achievement gains. → Jacobs 2000 q2 i? Both the ER with teacher conferences condition and the ER plus peer interaction condition were related to significantly greater gains in attitude toward reading. → Jacobs 2000

Evidence¶

Jacobs 2000¶

Jacobs, George M. (2000). Reading Alone Together: Enhancing Extensive Reading via Student-Student Cooperation in Second Language Instruction. Paper presented at the Malaysian International Conference on English Language Teaching, Malacca, Malaysia. https://eric.ed.gov/?id=ED444377

q2 · i? · theoretical · r2

The article reports, citing Manning and Manning (1984), a pretest-posttest study with 415 fourth grade students in the US reading in their native English, randomly assigned to four conditions. The peer-interaction condition "significantly outperformed students in the three other conditions on reading achievement gains"; no effect size is printed.

"The researchers found that students who did ER accompanied by peer interaction significantly outperformed students in the three other conditions on reading achievement gains, and that the ER with teacher conferences and ER plus peer interaction conditions were related to significantly greater gains on the attitude variable."

Discussion¶

Related Claims¶

• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — the general claim this finding bears on, with the studies behind it

• Collaborative Learning Improves Outcomes — the general claim this finding bears on, with the studies behind it

• The article cautions that CL-structured group activities are only a potential part of the solution for ER motivation, not a guarantee — related
• Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping — related
• Posttest reading comprehension differed significantly across the three semantic mapping conditions overall — related
• The three treatment groups were equivalent in reading comprehension at pretest — related
• Teacher-initiated and student-mediated semantic mapping did not differ significantly in their effects on EFL reading comprehension — related
• The article advances a five-part rationale for benefits of adding a peer element to extensive reading — related
• Repeated listening improves oral reading fluency in second-grade students, with Listening Only outgaining Reading While Listening and Reading Only — related