Claims

Talking story books significantly improved Saudi young EFL learners' reading-based retelling skills relative to traditional reading instruction

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
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 i2 The experimental group scored significantly higher than the control group on reading-based retelling, F(2,76) = 47.51, partial eta squared = 0.56. → 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 · i2 · causal · r1

MANCOVA between-subjects result for the four-week intervention (experimental n=40, control n=39). The article reports "F (2, 76) = 47.51, p = 0.00, partial eta squared = 0.56", stating 56% of variance in retelling is explained by the talking story books; post means were 22.1 (experimental) versus 14.8 (control).

"there were significant differences between the mean scores of the two groups on post-reading test scores at the students’ reading-based retelling skills, F (2, 76) = 47.51, p = 0.00, partial eta squared = 0.56 ."

Discussion

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