Reading strategy instruction in L2 (English) transferred to improve L1 (Persian) reading comprehension¶
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 Persian reading comprehension test, indicating reverse transfer of reading ability from L2 to L1. → 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 Persian reading test scores (Table 2); the Change x Group interaction was significant (F=438.034; P<.000), with the experimental group gaining 2.81 scores versus .10 for controls, which the authors interpret as reverse transfer from L2 to L1.
"From the table we find that the experimental group had a gain of 2.81 scores (From 15.87 to 18.68) whereas the control group had a gain of only .10 scores (from 15.68 to 15.78)."
Discussion¶
Related Claims¶
- L2 reading strategy instruction raised self-reported English reading strategy awareness and use far more than regular instruction — related
- L2 reading strategy instruction raised self-reported Persian (L1) reading strategy awareness and use — related
- Reading strategy instruction in L2 (English) produced significantly greater gains in English reading comprehension than regular instruction — related
- Proficiency level (intermediate vs advanced) did not significantly influence reading or strategy gains in either language — related
- Cross-linguistic transfer is skill-specific: phonological awareness and print concepts are more likely to transfer across languages, while vocabulary and comprehension are more language-dependent — a broader claim this one bears on
- L1 and L2 academic proficiencies are developmentally interdependent, so instruction in either language can build underlying academic ability — a broader claim this one bears on
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