Using comics as a literary-didactic method did not significantly improve primary pupils' reading comprehension or ability to perceive text incoherence compared to control instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Pupils in the comics programme did not significantly improve reading comprehension or incoherence perception relative to control pupils. → Kerneža and Košir 2016

Evidence¶

Kerneža and Košir 2016¶

Maja Kerneža and Katja Košir. (2016). Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education. c e p s Journal, Vol. 6, No. 2. https://eric.ed.gov/?id=EJ1129008

q2 · i? · causal · r1

Quasi-experimental study of 143 Slovenian pupils (73 experimental, 70 control) in grades 2–5, analysed with four-way repeated measures ANOVA. The article reports the measurement × inclusion interaction was not significant for either literacy measure: "did not significantly improve their result in reading comprehension and incoherence perception tests."

"Compared to the pupils in the control group, the pupils in the experimental group did not significantly improve their result in reading comprehension and incoherence perception tests."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

• Comics use showed significant interaction effects with class and gender on interest in reading, with gains among fourth-grade boys and fifth-grade pupils of both genders — related
• Comics use showed significant interaction effects with class, and with gender and class, on attitude towards reading, with better results for older girls — related
• The comics programme did not reduce gender differences in reading literacy or reading motivation — related
• The Vocabulary Enrichment Full Programme showed no statistically significant impact on Year 7 pupils' reading ability in a pupil-randomised controlled trial — a broader claim this one bears on
• The TextNow Transition Programme did not significantly improve reading comprehension at the primary-secondary transition; participating pupils made slightly less progress than controls — a broader claim this one bears on
• Comic reading materials improve EFL reading comprehension more than general texts and pictures — related