Perceived reading strategy use positively affected reading comprehension among Grade 11 ESL learners¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The study reports that strategy use positively affected reading comprehension. → 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

q2 · i? · causal · r2

Author's conclusion drawn from the quasi-experiment comparing strategy-use frequencies and comprehension scores across the experimental and control groups; the article prints no correlation coefficient or effect size for this relationship, so the stated association is reported without a statistic.

"As for the relationship between perceived strategy use and reading comprehension, this study revealed that strategy use did positively affect reading comprehension"

Discussion¶

Learner Variables¶

• Self-Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Grade 11 ESL learners who received explicit reading strategy instruction achieved statistically and practically significantly higher reading comprehension scores than control-group learners — related
• Metacognitive strategy use correlates with comprehension non-monotonically across grades, which the model attributes to unconscious self-regulation in experienced learners — reports the opposite
• Explicit reading strategy instruction produced a statistically significant pre-to-post gain in reading comprehension for Ethiopian EFL university students — related