Combined strategy instruction under inclusion is effective for narrative texts but not for expository texts¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The study concludes that combined strategy instruction within the inclusion theory is more effective than regular instruction for narrative texts (grades 7 and 8) but shows no difference for expository texts (grades 9 and 10). → Ghada M. Awada & Mar Gutiérrez-Colón 2017

Evidence¶

Ghada M. Awada & Mar Gutiérrez-Colón 2017¶

Ghada M. Awada & Mar Gutiérrez-Colón. (2017). Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon. English Language Teaching, 10(9), 49. https://doi.org/10.5539/elt.v10n9p49

q2 · i? · causal · r2

The article's own conclusion across its four grade-level ANCOVAs, contrasting narrative-text grades (7, 8) with expository-text grades (9, 10). The authors attribute the expository null to the structural and vocabulary difficulties expository texts pose for students with dyslexia.

"combined strategy instruction in the field of the inclusion theory is more effective than regular instruction in improving reading comprehension of both students with and without dyslexia when using narrative texts (grades 7 and 8) in the classroom, but there’s no difference, when using expository texts (grades 9 and 10)"

Discussion¶

Related Claims¶

• In grade 7 inclusive classrooms, combined strategy instruction outperformed regular instruction on narrative text comprehension — a narrower finding that bears on this claim
• In grade 8 inclusive classrooms, combined strategy instruction outperformed regular instruction on narrative text comprehension — a narrower finding that bears on this claim
• In grade 9 expository-text classrooms, combined strategy instruction showed no significant effect while public-school students outperformed private-school students — a narrower finding that bears on this claim
• In grade 10 expository-text classrooms, neither treatment, gender, nor school type significantly affected reading comprehension — a narrower finding that bears on this claim
• Reciprocal teaching produced significantly greater expository text comprehension gains than regular curriculum instruction in fourth graders over 11 weeks — reports the opposite
• Text genre moderates the screen inferiority effect, with stronger negative effects for expository than narrative texts — related