Claims

Self-reported out-of-class ER time correlates almost perfectly with observed in-class time on task

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: tool and model accuracy changes quickly

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 Pearson's R showed a high, almost perfect direct relationship (r = 0.90, p = 0.000) between self-reported out-of-class reading time and observed in-class SSR time on task. → Mermelstein 2015

Evidence

Mermelstein 2015

Mermelstein, A. D. (2015). Improving EFL learners’ writing through enhanced extensive reading. Reading in a Foreign Language, 27(2), 182–198. http://nflrc.hawaii.edu/rfl

q2 · i3 · causal · r2

Correlational analysis of treatment-group reading record sheets (89 retrieved sets) against teacher observations of in-class SSR time on task. The article reports a printed correlation of r = 0.90 with a p-value of 0.000, a large correlation.

"The results indicated a high, almost perfect, direct relationship of (0.90) to the amount of in-class SSR reading observed by the researcher with a p-value of 0.000 indicating a high significance level."

Discussion

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