Multiple-choice reading test scores failed to significantly improve at all proficiency levels after the intervention¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · 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 i? Two-tailed t tests showed no significant increase in the multiple-choice reading tests for students from every level whether they received the intervention or not. → Cho 2015
Evidence¶
Cho 2015¶
Cho, H., & Brutt-Griffler, J. (2015). Integrated reading and writing: A case of Korean English language learners. Reading in a Foreign Language, 27(2), 242-261. http://nflrc.hawaii.edu/rfl
q2 · i? · causal · r1
Two-tailed t tests on pre- and posttest multiple-choice reading scores "showed no significant increase in the multiple-choice reading tests for students from every level whether they received the intervention or not."
"Regarding the reading test, two-tailed t tests showed no significant increase in the multiple-choice reading tests for students from every level whether they received the intervention or not – beginning without intervention (t(16)=2.12, p = .31, d = 0.28), beginning (t(11)=2.20, p =.85, d = 0.04), intermediate (t(12)=2.17, p =.21, d = 0.30), and advanced (t(13)=2.16, p =.36, d = 0.30)."
Discussion¶
Related Claims¶
- Integrated reading and writing instruction significantly improved integrated writing test scores for intermediate and advanced students but not beginning students — related
- Advanced-level English proficiency rose from 27% to 71% after multiple intelligences instruction — related
- Students at different proficiency levels used the thinksheet differently, with advanced students revisiting prior steps and beginning students failing to complete or use them as intended — related
- Short-answer (production) and multiple-choice (recognition) retrieval practice produce no statistically significant difference in undergraduates' reading comprehension on a final MCQ test — related
- Switching from written short-answer to multiple-choice test format did not substantially change score levels — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-03 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.