Explicit reading strategy instruction produced a statistically significant pre-to-post gain in reading comprehension for Ethiopian EFL university students¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (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.
q2 i? After a semester of explicit reading strategy instruction, the experimental group's post-test reading comprehension mean was significantly higher than its pre-test mean at p<0.05. → Bogale 2018
Evidence¶
Bogale 2018¶
Bogale, Y. N. (2018). Conceptualizing Reading to Learn: Strategy Instruction and EFL Students' Reading Comprehension. International Journal of Curriculum and Instruction 10(2), 93–117. https://eric.ed.gov/?id=EJ1207221
q2 · i? · causal · r1
Paired-samples t-test on the experimental group (n=55) in a pretest posttest quasi-experimental design; Table 2 reports pre-test mean 58.27 (SD 7.279) and post-test mean 62.73 (SD 6.993). The article reports the difference as "significantly different from their pre- test mean score" with no effect size printed.
"the post-test means scores of the participants instructed with the reading strategy instruction wa s significantly different from their pre- test mean score at a significant level of 0.05, indicating that the reading strategy instruction helped in enhancing students' reading comprehension."
Discussion¶
Related Claims¶
- Post-test comprehension scores did not differ significantly between the strategy-instruction and skill-based groups despite a higher experimental mean — related
- Team teaching produces significantly higher EFL eleventh-grade reading comprehension post-test scores than traditional single-teacher instruction — 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
- Vocabulary pre-teaching and pre-questioning produce no statistically significant difference in Saudi EFL college students' reading comprehension scores — related
- Instructional strategy (Pre-question, genre-based, or combined) shows no significant main effect on science undergraduates' reading comprehension achievement — related
- Explicit morphology instruction raises EFL secondary students' reading comprehension more than regular EFL instruction alone — related
- Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
- The experimental group's descriptive pre- and post-test means were higher than the control group's, but the unadjusted difference was not tested — related
- Formative evaluation raised adult ESL learners' achievement scores over one semester while traditional teaching produced no noticeable change — related
- Training Saudi EFL college students in the 3-2-1 reading strategy for six weeks significantly improves their reading comprehension compared with no strategy training — related
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