Fourth-grade students taught with the SQ4R technique scored significantly higher on reading comprehension post-tests than control-group students¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · 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? After ten weeks of SQ4R-based Turkish language instruction, the experimental group's reading comprehension post-test mean (4.08) was significantly higher than the control group's (2.94). → Başar 2017
Evidence¶
Başar 2017¶
Başar, M. & Gürbüz, M. (2017). Effect of the SQ4R Technique on the Reading Comprehension of Elementary School 4th Grade Elementary School Students. International Journal of Instruction, 10(2), 131-144. http://www.e-iji.net/dosyalar/iji_2017_2_9.pdf
q2 · i? · causal · r1
Pre-test/post-test control-group quasi-experiment with 57 fourth-graders (26 experimental, 31 control); the experimental group received SQ4R instruction one hour per week for ten weeks. The article reports the post-test difference as "significant [ t(55)=2.531, p<.001]"; no effect size is printed.
"the reading comprehension skills of experimental group students (Avg=4.08) is higher than that of the control group students (Avg=2.94). This difference between the two groups is found to be significant [ t(55)=2.531, p<.001]"
Discussion¶
Related Claims¶
- The SQ4R group's reading comprehension advantage persisted on a permanence test administered four weeks after the post-test — related
- Presentation strategy instruction produces significantly higher reading comprehension post-test scores than ordinary strategy-based instruction for Iranian intermediate EFL learners — related
- Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — related
- Explicit instruction in reading strategies was essential to bring about increased use of reading strategies by experimental-group learners — related
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