Students with high reading habit have better reading comprehension than students with low reading habit¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across both classes, students classified as high reading habit scored significantly higher on reading comprehension than students classified as low reading habit. → Rosyida 2018

Evidence¶

Rosyida 2018¶

Rosyida, F., & Ghufron, M. A. (2018). Herringbone and Tri Focus Steve Snyder Technique: The Techniques for Teaching Reading Comprehension Viewed from Students' Reading Habit. International Journal of Instruction, 11(3), 603-616. https://doi.org/10.12973/iji.2018.11341a

q2 · i? · causal · r1

Two-way ANOVA on post-test scores of 51 ninth-graders whose reading habit was measured by a 34-item questionnaire and split at the median into high and low groups. The between-rows (reading habit) effect was significant as printed.

"The significant difference can be seen from Fobs=43.3862 which was higher than Fα=4.0471. It means that the students having high reading habit have better reading comprehension than those having low reading habit."

Discussion¶

Related Claims¶

• There is no interaction between teaching technique and students' reading habit in teaching reading comprehension — related
• Higher background knowledge enables better reading comprehension for both skilled and low-skilled primary readers — related
• Educational stage significantly moderates the digital reading-comprehension association: negative at primary and middle school, positive at high school and university — related
• Students' motivation to learn English reading increased significantly during Herringbone technique implementation — related
• The Herringbone technique is more effective than the Tri Focus Steve Snyder technique for teaching reading comprehension to ninth-grade EFL students — related