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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The effect of the programme on interest in reading interacted significantly with class and with gender and class. → Kerneža and Košir 2016 q2 i? Fourth- and fifth-grade experimental pupils reported significantly improved interest in reading literary texts relative to control peers, while second- and third-graders improved more in the control group. → Kerneža and Košir 2016 (2)

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 · r2

Repeated measures ANOVA with Bonferroni post hoc test on interest in reading literary texts. The article reports a significant measurement × inclusion × class interaction and a significant measurement × gender × class interaction; post hoc differences between second- and third-grade (p = 0.02) and second- and fifth-grade (p = 0.01) pupils.

"Table 9 shows a statistically significant interaction effect between inclusion in the programme, measurement period and class, as well as between measurement period, gender and class."

Kerneža and Košir 2016 (2)¶

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

Subgroup analysis of the same quasi-experimental sample by class and gender. The article reports "fourth- and fifth-grade pupils in the experimental group reported a significantly improved level of interest in reading literary texts than their peers in the control group"; no effect size is printed.

"The repeated measures ANOV A and the results presented in Table 8 show that fourth- and fifth-grade pupils in the experimental group reported a significantly improved level of interest in reading literary texts than their peers in the control group"

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 with gender and class, on attitude towards reading, with better results for older girls — related