Claims

The review reports that readers' proficiency, not the kind of schemata activated, moderates the benefit of pre-reading approaches

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2014 · 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.

q1 i? Chang (1990) concluded the benefit depends on readers' proficiency, with more proficient readers approaching text top-down; Mihara (2011) found higher-proficiency students outperformed lower-proficiency students regardless of strategy. → Hana S. S. Al Rasheed 2014

Evidence

Hana S. S. Al Rasheed 2014

Hana S. S. Al Rasheed. (2014). Examining the Effectiveness of Pre-reading Strategies on Saudi EFL College Students' Reading Comprehension. English Language Teaching, 7(11). https://doi.org/10.5539/elt.v7n11p79

q1 · i? · causal · r1

Narrative review reporting Chang's (1990) conclusion second-hand; the article also reports Mihara's (2011) finding that "students with higher English proficiency outperformed lower-level students regardless of the pre-reading strategy used."

"Chang (1990) concluded that it mainly depends on the readers' proficiency rather than the kind of schemata being addressed. Unlike beginner readers, more proficient ones come to read the text with a special question in mind."

Discussion

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