In grade 7 inclusive classrooms, combined strategy instruction outperformed regular instruction on narrative text comprehension¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Grade 7 experimental group participants who received combined strategy instruction outperformed control counterparts in narrative reading comprehension (F(1,75) = 27.62, P = .00, ŋ2 = .29). → 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 · r2

Three-way ANCOVA of grade 7 post-test narrative comprehension with pre-test covariate, in fully inclusive mixed groups (84 students, 6 with dyslexia). The experimental group "outperformed their control group counterparts" with ŋ2 = .29.

"the experimental group participants who received combined strategy instruction outperformed their control group counterparts in reading comprehension achievement F (1, 75) = 27. 62, P = .00, ŋ2 = .29"

Discussion¶

Related Claims¶

• In grade 8 inclusive classrooms, combined strategy instruction outperformed regular instruction on narrative text comprehension — 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