The comics programme did not reduce gender differences in reading literacy or reading motivation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No reduction of gender differences in reading literacy or reading motivation was found at any point. → 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

Discussion of the quasi-experimental study's hypothesis tests: hypotheses H1, H3 and H5, on reducing gender differences, were rejected. The article states "the designed programme was not proved to be a suitable method for reducing gender differences in reading literacy."

"In the present study, the designed programme was not proved to be a suitable method for reducing gender differences in reading literacy. In most cases, improvement was identified in the outcome of one gender or the other."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• 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 — related
• 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