Claims

Saudi young EFL learners taught reading with talking story books significantly outperformed control-group peers on the combined reading comprehension measures

Claim · All claims
Evidence · 1 study · causal r2 · 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? A one-way MANCOVA with pre-test covariates found statistically significant differences between the talking-story-book group and the control group on the combined dependent variables. → Alsamadani 2017

Evidence

Alsamadani 2017

Hashem Ahmed Alsamadani. (2017). The Effect of Talking Story Books on Saudi Young EFL Learners’ Reading Comprehension. English Language Teaching, 10(5). https://doi.org/10.5539/elt.v10n5p204

q2 · i? · causal · r2

Quasi-experimental intervention study of 79 Saudi sixth-grade EFL learners (experimental 40, control 39) over four weeks; MANCOVA with pre-test scores as covariates. The article reports "F (4,73) = 429.13, p = 0.00; Wilks’ Lambda = 0.04; η2 = 0.96" on the combined dependent variables.

"The results revealed that there were statistically significant differences between the two groups on the combined dependent variables, F (4,73) = 429.13, p = 0.00; Wilks’ Lambda = 0.04; η2 = 0.96."

Discussion

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