In grade 9 expository-text classrooms, combined strategy instruction showed no significant effect while public-school students outperformed private-school students¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1–r2 · q3
Currency · newest study 2017 · not yet checked against its sources · 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.

q3 i? Grade 9 showed no statistically significant difference between control and experimental groups on expository text comprehension (F(1,60) = .19, P = .65). → Ghada M. Awada & Mar Gutiérrez-Colón 2017 q3 i? Grade 9 public-school participants outperformed private-school counterparts in reading comprehension (F(1,60) = 28.36, P = .00, ŋ2 = .35), reversing the grade 7–8 pattern. → Ghada M. Awada & Mar Gutiérrez-Colón 2017 (2) q3 i? Grade 9 showed a statistically significant three-way interaction of treatment, gender, and school type (F(1,60) = 5.93, P = .01). → Ghada M. Awada & Mar Gutiérrez-Colón 2017 (3)

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

ANCOVA of grade 9 expository-text comprehension (67 students, 3 with dyslexia). No treatment effect was detected; equivalence was not tested.

"There was no statistically signifi cant difference in the performance of the participants in the control and the experimental group. F (1, 60) =.19, P = .65, ŋ2 = .00"

Ghada M. Awada & Mar Gutiérrez-Colón 2017 (2)¶

q3 · i? · causal · r2

Same grade 9 ANCOVA. The school-type contrast favored public schools with ŋ2 = .35, which the authors note contradicts grades 7, 8 and 10 and points to class-specific contextual variables.

"the public-sc hool participants who recei ved combined strategy in struction outperformed their private school counterparts in reading comprehension achievem ent F (1,60) = 28. 36, P = .00, ŋ2 = .35"

Ghada M. Awada & Mar Gutiérrez-Colón 2017 (3)¶

q3 · i? · causal · r1

The grade 9 omnibus three-way interaction of treatment, gender, and school type was statistically significant; the authors call for case-focused research on individual and context-specific factors.

"the results show a statistically significant difference between treatment, gender, and school type F (1,60) =5.93, P = .01, ŋ 2.01"

Discussion¶

In grade 10 expository-text classrooms, neither treatment, gender, nor school type significantly affected reading comprehension — related
Combined strategy instruction under inclusion is effective for narrative texts but not for expository texts — a broader claim this one bears on

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`generated`	by `process:wiki-ingest` on `2026-11-02`
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