Comprehension gains appeared on main-idea and inference items but not on word-meaning-guessing items¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both groups made significant progress on items asking students to determine the main idea and draw inferences (questions 1, 3, 5), except question 2 asking students to guess word meanings. → Bogale 2018

Evidence¶

Bogale 2018¶

Bogale, Y. N. (2018). Conceptualizing Reading to Learn: Strategy Instruction and EFL Students' Reading Comprehension. International Journal of Curriculum and Instruction 10(2), 93–117. https://eric.ed.gov/?id=EJ1207221

q2 · i? · causal · r2

Item-level paired analysis of the researcher-developed pre/post tests. The article reports progress on main-idea and inference items but notes students "could not do so even after the instruc tion" on the word-meaning item, citing Wong (2010) on similar difficulty.

"It was found that both groups of students made significant progress on each item, especially on questions number 1, 3, 5 e xcept question number 2. Question number 1 asks students to determine the main idea o f the text, whereas questions number 3 and 5 ask the students to draw inferences and question 2 asks students to guess meaning of words in the reading text."

Discussion¶

Learner Variables¶

• Inferencing — outcome: instruction changes it

Related Claims¶

• In a cluster randomized trial, CIRC produced a statistically significant positive effect on main idea identification (effect size 0.85) but not on inference questions — related
• Gender shows no significant difference in inferring word meanings between experimental and control groups — related
• The cooperative learning component's added benefit over direct instruction alone with CIRC materials was not statistically significant on main idea identification — related
• Retrieval practice enhances performance on final inference and transfer questions relative to restudying, although a single-word fill-in-the-blank task did not — related
• Heuristic-methodological instruction increases pupils' singling out of main concepts and ideas from a text — related