Experiment and control groups were equivalent on all RCES dimensions before the intervention¶

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

Subclaims¶

q3 i? Independent samples t-tests on RCES pre-test scores found no statistically significant differences between groups on any dimension or total score. → Pilten 2016

Evidence¶

Pilten 2016¶

Gulhiz Pilten. (2016). The Evaluation of Effectiveness of Reciprocal Teaching Strategies on Comprehension of Expository Texts. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v4i10.1791

q3 · i? · causal · r1

Independent samples t-tests on pre-test RCES scores of 26 experiment and 28 control students established baseline equivalence across all dimensions and total scores; no effect sizes are printed.

"there aren’t any statistically significant differences between experiment and control groups’ RCES pre -test scores, in terms of intratextual understanding scores [t=1.04, p>.05], in terms of nontextual understanding scores[t=.36, p>.05], in terms of interte xtual understanding scores[t=.88, p>.05] and in terms of scale total scores [t=.557, p>.05]"

Discussion¶

Related Claims¶

• Regular curriculum instruction improved intratextual and nontextual comprehension but not intertextual comprehension in control students — related
• Reciprocal teaching produced significantly greater expository text comprehension gains than regular curriculum instruction in fourth graders over 11 weeks — related