Self-regulation based strategic reading education produces significantly higher reading comprehension post-test scores than the current program in 5th grade students¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2019 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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.
q3 i? When comprehension pre-test scores were controlled for, the test group receiving self-regulation based strategic reading education showed a significant difference in post-test comprehension scores compared to the control group. → Türkben 2019
Evidence¶
Türkben 2019¶
Tuncay Türkben. (2019). The Effect of Self -Regulation Based Strategic Reading Education on Comprehension, Motivation, and Self-Regulation Skills. International Journal of Progressive Education, Volume 15 Number 4. https://doi.org/10.29329/ijpe.2019.203.3
q3 · i? · causal · r1
A pre-test/post-test control group experiment in two Aksaray middle schools compared a test group (n=27) receiving self-regulation based strategic reading education with a control group (n=26) taught the current program; Mann Whitney U on comprehension post-tests showed "a significant difference between the post-test scores of control and test groups in comprehension (U=2.50; p<.01)".
"there is a significant difference between the post-test scores of control and test groups in comprehension (U=2.50; p<.01). Thus, the intervention applied in the test group resulted in a positive and significant difference compared to the control group."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
Related Claims¶
- Self-regulation based reading education significantly raises 5th graders' reading motivation relative to the current program — related
- Self-regulation based reading education significantly improves 5th graders' motivation and learning strategies (self-regulation skills) relative to the current program — related
- Self-regulation based reading education significantly increases 5th graders' use of reading strategies relative to the current program — related
- 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
- Strategic instruction in four learning strategies produced no significantly different reading comprehension gains than typical adult education instruction — reports the opposite
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