Underachieving college English students taught with Readers' Theater remedial instruction achieved significantly higher oral reading fluency than control-group peers after 15 weeks¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After 15 weeks of remedial instruction, the RT experimental group's oral reading fluency (WCPA M=126.40) was significantly greater than the control group's (M=103.25), t=6.28, p<.001. → Chou 2013

Evidence¶

Chou 2013¶

Chou, C. (2013). A study on the effectiveness of applying "Readers' Theater" as English remedial instruction for underachievers. Taiwan Journal of TESOL, 10(1), 77-103. http://english.moe.gov.tw/ct.asp?xItem=7773&ctNode=516&mp=1

q2 · i? · causal · r2

Quasi-experimental nonequivalent-groups study of 49 freshman English underachievers (25 experimental, 24 control) at a Taiwanese university; one-minute oral reading assessments (160-word passages) measured WCPA pre and post. The independent-samples post-test comparison favored the RT group, with the article reporting "the t -value is 6.28" at the .001 level.

"it is clear from the independent t -test post-test results in Table 4 that the t -value is 6.28, which reached the .001 significance level and indicates that the oral fluency (M=126.40) of the experimental group students is significantly greater than that of students in the control group (M=103.25)."

Discussion¶

Learner Variables¶

• Reading Fluency — outcome: instruction changes it

Related Claims¶

• Both RT and regular remedial instruction significantly improved underachievers' oral reading fluency over 15 weeks — related
• RT-exposed underachievers earned significantly higher English learning achievement grades than control-group peers after remedial instruction — related
• RT remedial instruction produced significantly higher English learning motivation than regular remedial instruction at post-test — related
• RT remedial instruction did not reduce English learning anxiety more than regular remedial instruction — related
• No evidence demonstrates unique, reliable, or EL-specific gains attributable to readers' theater alone — reports the opposite
• RT remedial instruction produced significantly higher English self-efficacy than regular remedial instruction at post-test — related