The study rejects the null hypothesis that writing-based pre-reading tasks have no impact on sub-skills of inferential reading comprehension¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Based on the overall pattern of results, the author rejects H0 and supports H1 that prw tasks have an impact on developing inferential comprehension sub-skills of ESL students. → Wickramaarachchi 2014

Evidence¶

Wickramaarachchi 2014¶

Wickramaarachchi, T.I. (2014). Writing-Reading Relationships: Effectiveness of Writing Activities as Pre-Reading Tasks to Enhance L2 Inferential Reading Comprehension. Advances in Language and Literary Studies, 5(5). https://doi.org/10.7575/aiac.alls.v.5n.5p.213

q2 · i? · causal · r1

The author's hypothesis decision following the t-test and ANOVA analyses of the 50-student experimental-control study; the decision rests on the significant total-score difference and the pattern of sub-skill means. No effect size is printed.

"This means that it is possible to reject the null hypothesis (H 0), i.e. "Writing based pre-reading tasks have no impact in developing the sub-skills related to inferential reading comprehension of ESL students" and support the alternative hypothesis (H 1)"

Discussion¶

Learner Variables¶

• Inferencing — outcome: instruction changes it

Related Claims¶

• The prw group scored higher on six of seven inferential-comprehension sub-skills, but only the sequence sub-skill difference was statistically significant — related
• ESL students who completed writing-based pre-reading tasks scored significantly higher on total inferential reading comprehension than control students — related