In grade 10 expository-text classrooms, neither treatment, gender, nor school type significantly affected reading comprehension¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Grade 10 showed no statistically significant difference between experimental and control groups on reading comprehension (F(1,66) = .29, P = .58). → Ghada M. Awada & Mar Gutiérrez-Colón 2017

Evidence¶

Ghada M. Awada & Mar Gutiérrez-Colón 2017¶

Ghada M. Awada & Mar Gutiérrez-Colón. (2017). Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon. English Language Teaching, 10(9), 49. https://doi.org/10.5539/elt.v10n9p49

q3 · i? · causal · r1

ANCOVA of grade 10 expository-text comprehension (73 students, 4 with dyslexia, inclusive groups). No treatment, gender, or school-type effect was significant; equivalence was not tested.

"there was no statistically signifi cant difference in the performance of experimental group participants who received combined strategy instruction and the performance of their control group counterparts in reading comprehension achievement F (1,66) =.29, P = .58, ŋ2 = .00"

Discussion¶

Related Claims¶

• In grade 9 expository-text classrooms, combined strategy instruction showed no significant effect while public-school students outperformed private-school students — related
• Treatment method significantly affected reading comprehension achievement and was not sex-biased — reports the opposite
• Gender shows no significant difference in reading comprehension achievement between experimental and control groups in the Ekiti quasi-experiment — related
• Combined strategy instruction under inclusion is effective for narrative texts but not for expository texts — a broader claim this one bears on
• No gender differences in reading comprehension appeared in any grade level under inclusive combined strategy instruction — related