Comics use showed significant interaction effects with class, and with gender and class, on attitude towards reading, with better results for older girls¶

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? The programme's effect on attitude towards reading literary texts was statistically significant only in interaction with class and with gender and class, not as a main effect. → 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

Repeated measures ANOVA on attitude towards reading literary texts in the 143-pupil quasi-experimental sample. The article reports the interaction was significant but "only one of the paired Bonferroni comparisons was statistically significant"; no effect size is printed.

"The effect of inclusion in the programme on pupils’ attitude towards reading literary texts is statistically significant in interaction with measurement period and class, as well as in interaction with measurement period, gender and class"

Discussion¶

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