Fifth-grade students using metacognitive strategy with books of literary quality scored significantly higher in post-test reading comprehension than a control group reading the 100 Basic Works conventionally¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The experimental group's post-test reading comprehension scores were significantly higher than the control group's, with a very large effect (Cohen's d = 3.10, p < .001). → Erkan Çer 2016

Evidence¶

Erkan Çer 2016¶

Erkan Çer, Ertuğrul Şahin. (2016). Improving Reading Comprehension Skills with Children's Books through Metacognitive Strategy: The Turkish Context. Journal of Education and Training Studies. http://dx.doi.org/10.11114/jets.v4i9.1566

q3 · i3 · causal · r1

Independent-sample t-tests on pre- and post-test reading comprehension scores in a quasi-experimental pre-test/post-test control group study of 65 fifth-graders (35 experimental, 30 control). The post-test contrast favored the experimental group: "t(63): 13.89, Cohen's d: 3.10, p<.001".

"there was a significant difference between the experimental and the control group in post -test re ading comprehesion scores ( t(63): 13.89, Cohen's d: 3.10, p<.001)"

Discussion¶

Related Claims¶

• ANCOVA controlling for pre-test scores confirmed that metacognitive strategy with books of literary quality improved reading comprehension relative to the control group — possibly the same claim (merge candidate)
• The authors argue that conventional reading classes with no strategies cannot improve reading performance — related
• Strategic instruction in four learning strategies produced no significantly different reading comprehension gains than typical adult education instruction — reports the opposite
• ANCOVA controlling for pre-test confirms a significant effect of metacognitive strategy treatment on post-test comprehension — possibly the same claim (merge candidate)
• Reading lessons using metacognitive strategy produced significantly higher post-test comprehension performance than conventional lessons among moderate-achieving primary students — related
• A 10-week reading program combining quality children's books and metacognitive strategy instruction raised eighth-grade students' self-esteem more than typical non-quality books — related