Training on speed reading strategies (skimming and scanning) significantly improves reading comprehension among second secondary literary students in English language¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · 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? Second secondary literary students trained on speed reading strategies scored significantly higher on a reading comprehension post-test than an equivalent control group at α ≤ 0.05. → Mahmoud Sulaiman Hamad Bani Abdelrahman & Muwafaq Saleem Bsharah 2014
Evidence¶
Mahmoud Sulaiman Hamad Bani Abdelrahman & Muwafaq Saleem Bsharah 2014¶
Mahmoud Sulaiman Hamad Bani Abdelrahman & Muwafaq Saleem Bsharah. (2014). The Effect of Speed Reading Strategies on Developing Reading Comprehension among the 2nd Secondary Students in English Language. English Language Teaching, 7(6). http://dx.doi.org/10.5539/elt.v7n6p168
q2 · i? · causal · r1
Quasi-experiment with two intact sections of 21 male students each at Al-Ashrafieh secondary school for boys; the experimental section was trained on skimming and scanning. The article reports a significant post-test difference favoring the experimental group, with the null hypothesis rejected at (α≤ 0.05).
"The results showed that there significant difference between the means of both groups due to the use of speed readin g strategies. As a result of that, the Null hypothesis was rejected at (α≤ 0.05)."
Discussion¶
Related Claims¶
- 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
- Six weeks of Joint Productive Activity instruction significantly improved Nigerian Junior Secondary II students' reading comprehension performance from pre-test to post-test — related
- Students taught reading comprehension with Joint Productive Activity scored higher on post-tests than students taught by the traditional method — related
- The study's null hypothesis of no pre-test/post-test difference in scores was rejected — related
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