Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? After a 16-week intervention, experimental group students who received explicit instruction of questioning, visualization, making connections, and summarizing scored significantly higher on a reading comprehension post-test than control group students who followed the regular syllabus. → Üstündağ-Algın 2025

Evidence¶

Üstündağ-Algın 2025¶

Üstündağ-Algın, P. (2025). Explicit Instruction of Reading Comprehension Strategies Using Short Stories with EFL Students. MEXTESOL Journal, 49(4). https://www.mextesol.net/journal/ doi:10.61871/mj.v49n4-2

q2 · i? · causal · r1

Quasi-experimental post-test control group study with 25 experimental and 25 control students (Turkish L1, CEFR A2+), 16 weekly class hours. Mann-Whitney U test showed "a significant difference in reading comprehension" favoring the experimental group, with mean ranks of 38.00 versus 13.00. No effect size was reported.

"a significant difference in reading comprehension was found between the students who participated in the explicit instruction of reading comprehension strategies and those who did not at the end of a 16-week experimental study (U=625.00 p<.05)"

Discussion¶

Learner Variables¶

Reading and Language — outcome: instruction changes it

Reading Strategy Instruction Improves Comprehension — the general claim this finding bears on, with the studies behind it
Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — the general claim this finding bears on, with the studies behind it
Sixth-grade students taught with Direct Instruction showed no statistically significant difference in ITBS reading scores compared with students taught in the regular classroom — related
All experimental group EFL students expressed positive perspectives on explicit instruction of reading comprehension strategies — related
Explicit morphology instruction raises EFL secondary students' reading comprehension more than regular EFL instruction alone — related
Short stories as classroom tools improved motivation toward L2 reading for most but not all EFL students — related
Teacher modeling with worked examples helped EFL students internalize reading comprehension strategies — related
Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping — related

Page metadata

Field	Value
`type`	`claim`
`id`	`explicit-strategy-instruction-short-stories-improve-efl-reading-comprehension`
`title`	`Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students`
`description`	`Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2025`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-02`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `üstündağ-algın-2025`

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