A 10-week reading program combining quality children's books and metacognitive strategy instruction raised eighth-grade students' self-esteem more than typical non-quality books¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i3large
Currency · newest study 2017 · 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.
q2 i3 Eighth-grade students taught reading comprehension via metacognitive strategy with quality books scored significantly higher on post-test self-esteem than control students reading classic works, controlling for pre-test scores. → Erkan Cer & Ertugrul Sahin 2017
Evidence¶
Erkan Cer & Ertugrul Sahin 2017¶
Erkan Cer & Ertugrul Sahin. (2017). The Effects of Quality Books for Children and the Metacognitive Strategy on Students’ Self-Esteem Levels. Journal of Education and Learning, 6(1). https://doi.org/10.5539/jel.v6n1p72
q2 · i3 · causal · r2
Quasi-experimental pre-test/post-test control group study of 93 eighth graders in Turkey; experimental group (n=48) received metacognitive strategy instruction with quality books for 10 weeks, control group (n=45) read 100 Classic Works. ANCOVA controlling for pre-test showed post-test means of 35.19 versus 18.42, with the article reporting "The intervention has a large effect size (d=9.67)".
"The one-way ANCOVA results were significant ( F (1, 90)=2130.86, p<.001, d=9.67) indicating that self-esteem scores ( M=35.19, SD=1.63) of the students in the experimental group were significantly higher than those of the students in the control group ( M=18.42, SD=1.89) controlling for their pre-test scores."
Discussion¶
Related Claims¶
- The authors attribute the control group's flat self-esteem partly to classic works being inappropriate for students' developmental and age levels — related
- Fifth-grade students using metacognitive strategy with books of literary quality scored significantly higher in post-test reading comprehension than a control group reading the 100 Basic Works conventionally — related
- ANCOVA controlling for pre-test scores confirmed that metacognitive strategy with books of literary quality improved reading comprehension relative to the control group — related
- Metacognitive strategy instruction, which includes comprehension monitoring, improves academic performance by a medium amount, and in one non-randomised study comprehension-monitoring training raised low achievers' reading scores — a broader claim this one bears on
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