Strategic instruction in four learning strategies produced no significantly different reading comprehension gains than typical adult education instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2011 · 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? In a randomized controlled trial in adult basic education, pre- to post-test gains on two standardized reading comprehension assessments did not differ significantly between experimental (learning strategies) and control classes for any of the four strategies. → Hock Michael F. 2011
Evidence¶
Hock Michael F. 2011¶
Hock Michael F., Mellard Daryl F. (2011). Efficacy of learning strategies instruction in adult basic education. Journal of Research on Educational Effectiveness, 4(2), 134-153. https://doi.org/10.1080/19345747.2011.555291
q3 · i? · causal · r2
Randomized controlled trial with random block assignment across 39 experimental and 38 control classes in Midwestern adult education programs; 100 experimental and 105 control completers analyzed. T-tests on WRMT-R passage comprehension and GORT-4 comprehension gains showed "no significant differences" for all four strategies (p values .101-.965).
"T-tests showed no significant differences between experimental and control classes pre- to post-test gains by learning strategy for both reading comprehension assessments (Table 3)."
Discussion¶
Related Claims¶
- Learning strategies instruction produced no significantly different gains in word reading subskills or oral reading fluency measures than typical adult education instruction — related
- A large randomized trial found no statistically significant effects of Project CRISS® on standardized grade 5 comprehension measures (James-Burdumy et al., 2009) — related
- Pre-test/post-test learning gains showed no significant difference compared to a control group — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
learning-strategies-instruction-no-comprehension-gains-ae |
title |
Strategic instruction in four learning strategies produced no significantly different reading comprehension gains than typical adult education instruction |
description |
Strategic instruction in four learning strategies produced no significantly different reading comprehension gains than typical adult education instruction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hock-michael-f-2011 |
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