The prw group scored higher on six of seven inferential-comprehension sub-skills, but only the sequence sub-skill difference was statistically significant¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? The experimental group outperformed the control group on all sub-skills except the second (predictions), where the control group scored slightly higher (3.36 vs 3.28). → Wickramaarachchi 2014 q2 i? Per-sub-skill independent t-tests were largely non-significant at p>0.05, except sub-skill 6 (identifying sequence), which reached significance at 0.04. → Wickramaarachchi 2014 (2)

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

Descriptive comparison of mean sub-skill scores shown in Figure 2 for the two groups (n = 25 each); the experimental group led on all sub-skills except the second, where the control group scored 3.36 versus 3.28. These are descriptive means with no test statistic.

"illustrates that the experimental group has performed better than the control group in terms of all the sub-skills, except the second sub-skill where the control group has performed slightly better than the control group (control 3.36 and experimental 3.28)."

Wickramaarachchi 2014 (2)¶

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

Independent samples t-tests on each of the seven sub-skills of inferential comprehension; results were "largely insignificant" at p>0.05, with only sub-skill 6 (identifying sequence) significant, recording 0.04. No effect sizes are printed.

"In the independent samples t-test however, the results were largely insignificant at the p>0.05 significant value. Yet, the experimental group indicated a highly significant performance in relation to sub-skill 6, recording 0.04 which is lower than the significance value p>0.05."

Discussion¶

Learner Variables¶

• Inferencing — outcome: instruction changes it

Related Claims¶

• The study rejects the null hypothesis that writing-based pre-reading tasks have no impact on sub-skills of inferential reading comprehension — related
• ESL students who completed writing-based pre-reading tasks scored significantly higher on total inferential reading comprehension than control students — related
• In the experimental group, all sub-tests showed at least a medium effect, with large effects for coordination and verbal expression — related