Grade 11 ESL learners who received explicit reading strategy instruction achieved statistically and practically significantly higher reading comprehension scores than control-group learners¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2012 · 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? Experimental-group learners scored statistically significantly (p < 0.05) higher on the reading comprehension post-test than control-group learners. → Cekiso 2012
Evidence¶
Cekiso 2012¶
Cekiso, M. (2012). Effects of strategy instruction on the reading comprehension and strategy awareness of Grade 11 English Second Language learners in the Eastern Cape. Reading & Writing 3(1), Art. #23. https://doi.org/10.4102/rw.v3i1.23
q3 · i? · causal · r2
Quasi-experimental pre-test/post-test control group study of 60 Grade 11 Xhosa-speaking ESL learners in one East London high school, with intact classes randomly assigned (N = 30 each). The article reports a statistically significant post-test difference (p < 0.05) favouring the experimental group; Table 3 also prints a practical significance d-value of 0.56 for this contrast.
"An analysis of the post-test reading comprehension scores of Grade 11 ESL learners in the experimental and control groups indicated that learners in the experimental group achieved statistically significantly (p < 0.05) higher mean scores on the reading comprehension test"
Discussion¶
Related Claims¶
- Explicit instruction in reading strategies was essential to bring about increased use of reading strategies by experimental-group learners — related
- Reading strategy instruction in L2 (English) produced significantly greater gains in English reading comprehension than regular instruction — possibly the same claim (merge candidate)
- 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 reading strategy instruction produced a statistically significant pre-to-post gain in reading comprehension for Ethiopian EFL university students — related
- Metacognitive strategy instruction improves EFL student-teachers' listening comprehension relative to traditional instruction — related
- Team teaching produces significantly higher EFL eleventh-grade reading comprehension post-test scores than traditional single-teacher instruction — related
- Perceived reading strategy use positively affected reading comprehension among Grade 11 ESL learners — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.