Claims

Before treatment, the reciprocal teaching and control groups did not differ significantly on IELTS reading pretest scores

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · 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? An independent samples t-test on pretest scores found no significant difference between the control and experimental groups. → Leila Ashegh Navaie 2018

Evidence

Leila Ashegh Navaie 2018

Leila Ashegh Navaie. (2018). The Effects of Reciprocal Teaching on Reading Comprehension of Iranian EFL Learners. Advances in Language and Literary Studies, 9(4). http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.26

q2 · i? · causal · r1

Pretest phase of the same quasi-experiment: both intact groups (38 each) took a one-hour IELTS reading pretest before treatment. The printed result is "t(74)=.14, Sig=.887", not significant; equivalence was not formally tested beyond this t-test.

"The results of independent samples t-test (t(74)=.14, Sig=.887) indicates that the difference between the control group and the experimental group on the pretest pf reading is not significant."

Discussion

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