Traditional reading instruction without attention to learning styles yields non-significant gains in reading comprehension and self-efficacy¶

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¶

q2 i? The control group's reading comprehension post-test scores increased relative to pre-test, but not statistically significantly. → Özgül Balcı 2017

Evidence¶

Özgül Balcı 2017¶

Özgül Balcı. (2017). The Effects of Learning-Style Based Activities on Students' Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes. Higher Education Studies, 7(4). https://doi.org/10.5539/hes.v7n4p35

q2 · i? · causal · r2

Descriptive comparison of control-group pre- and post-test scores in the quasi-experiment; the control group received routine teacher-centered instruction without attention to learning styles. No effect size is printed, so the increase is reported as untested for significance.

"The Reading Comprehension post-test scores showed an increase in the control group when compared to pre-test scores, though not statistically significant."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

• Learning-style based reading activities produce higher English self-efficacy than traditional reading activities in EFL freshmen classes — related
• Traditional reading comprehension instruction produced no statistically significant pre-test to post-test improvement in the control group — possibly the same claim (merge candidate)
• Telegram-group instruction yields significantly larger reading comprehension gain scores than traditional classroom instruction, with a printed effect size of .50 — 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
• Students taught reading comprehension with Joint Productive Activity scored higher on post-tests than students taught by the traditional method — related
• Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
• Portfolio-based instruction improves EFL learners' reading comprehension scores relative to non-portfolio instruction — related