Reading strategy instruction in L2 (English) produced significantly greater gains in English reading comprehension than regular instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · 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.
q2 i? The experimental group gained significantly more than the control group on the English reading comprehension test from pretest to posttest. → Talebi 2012
Evidence¶
Talebi 2012¶
Seyed Hassan Talebi. (2012). Reading in L2 (English) and L1 (Persian): An Investigation into Reveres Transfer of Reading Strategies. English Language Teaching, 5(3). https://doi.org/10.5539/elt.v5n3p217
q2 · i? · causal · r1
Repeated measure ANOVA on pre/post English reading test scores of control and experimental groups (each 30 students per proficiency cell as printed in Table 1); the group-by-change interaction was significant (F=286.318; P<.000), with the experimental group gaining "a gain of 2.60 scores" versus .05 for controls.
"From the table we find that experimental group had a gain of 2.60 scores (From 15.05 to 17.65) whereas the control group ha d a gain of only .05 scores (from 14.48 to 14.53)."
Discussion¶
Related Claims¶
- Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — possibly the same claim (merge candidate)
- Explicit reading strategy instruction produced a statistically significant pre-to-post gain in reading comprehension for Ethiopian EFL university students — related
- ESL students taught concept mapping show significantly greater pretest-to-posttest achievement gains than students taught an alternative learning strategy — related
- L2 reading strategy instruction raised self-reported English reading strategy awareness and use far more than regular instruction — related
- Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping — related
- Reading strategy instruction in L2 (English) transferred to improve L1 (Persian) reading comprehension — related
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