In grade 8 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 8 experimental participants outperformed control counterparts in narrative reading comprehension (F(1,70) = 10.98, P = .00, ŋ2 = .15). → 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 8 narrative comprehension (74 students, 4 with dyslexia, mixed inclusive groups). The treatment effect was statistically significant with ŋ2 = .15; school type also favored private schools (F(1,70) = 6.06, ŋ2 = .09).

"the experimental group participants who received combined strategy instruction outperformed their control group counterparts in reading comprehension achievement F (1, 70) = 10.98, P = .00, ŋ2 = .15"

Discussion¶

Related Claims¶

• In grade 7 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