Students with low peer problems score significantly higher in reading comprehension than students with high peer problems¶
Claim · All claims
Evidence · 1 study · associationalr1·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? An independent samples t-test found only the low peer problems group differed significantly in reading comprehension (M=21.98 vs M=16.64; t(82, 43.51) = 2.49, p<.01). → Kaprea F Johnson 2013
Evidence¶
Kaprea F Johnson 2013¶
Kaprea F Johnson. (2013). The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v2i1.245
q3 · i? · associational · r1
Independent samples t-test comparing reading comprehension (GORT-4) between groups dichotomized at the sample mean on the SDQ peer problems subscale. "only participants in the low peer problems group had a significantly different score"; no effect size is printed.
"Results indicated that only participants in the low peer problems group had a significantly different score on the reading comprehension assessment (Low peer problems reading comprehension M=21.98,sd=8.35 and high peer problems reading comprehension M=16.64, sd=10.84; t(82, 43.51) = 2.49, p<.01 )."
Discussion¶
Related Claims¶
- Most students in the high reading comprehension group fall in the low externalizing behavior groups, most strongly for peer problems — related
- Low kana pick-out story comprehension score is associated with decreased intrinsic academic motivation in junior high school students — related
- Peer problems show a significant inverse correlation with reading comprehension (r = -.304) — related
- Peer problems are the only statistically significant predictor of reading comprehension scores among hyperactivity, conduct problems, and peer problems — possibly the same claim (merge candidate)
- Hyperactivity and conduct problems were not statistically significant predictors of reading comprehension in this sample — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
low-peer-problems-higher-reading-comprehension |
title |
Students with low peer problems score significantly higher in reading comprehension than students with high peer problems |
description |
Students with low peer problems score significantly higher in reading comprehension than students with high peer problems |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kaprea-f-johnson-2013 |
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