Mental simulation training improved general reading comprehension in Grade 3, with a significant training group × time interaction varying by grade¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Third graders who received mental simulation training showed a larger reading comprehension gain than third graders in the control training group. → Björn B. de Koning 2017 q2 i2 The training group × time interaction on reading comprehension was significant (ηp² = 0.05) and varied as a function of grade. → Björn B. de Koning 2017 (2)

Evidence¶

Björn B. de Koning 2017¶

Björn B. de Koning, Lisanne T. Bos, Stephanie I. Wassenburg & Menno van der Schoot. (2017). Effects of a Reading Strategy Training Aimed at Improving Mental Simulation in Primary School Children. Educational Psychology Review, 29, 869–889. https://doi.org/10.1007/s10648-016-9380-4

q2 · i? · causal · r2

Pretest-posttest control group study of 143 third and fourth graders from five Dutch primary schools, with classes (not individual children) randomly assigned to training groups. Gain-score analysis showed "third graders in the mental simulation training showed a larger gain in reading comprehension scores than third graders in the control training group"; the printed t(30) = 0.14, p = 0.01.

"Analysis of the gain scores showed that third graders in the mental simulation training showed a larger gain in reading comprehension scores than third graders in the control training group"

Björn B. de Koning 2017 (2)¶

Björn B. de Koning, Lisanne T. Bos, Stephanie I. Wassenburg & Menno van der Schoot. (2017). Effects of a Reading Strategy Training Aimed at Improving Mental Simulation in Primary School Children. Educational Psychology Review, 29, 869–889. https://doi.org/10.1007/s10648-016-9380-4

q2 · i2 · causal · r2

A 2 × 2 × 2 ANOVA on CITO reading comprehension proficiency scores with time within-subject and training group and grade between-subject factors. The article reports "the training group × time interaction was significant" with F(1,92) = 5.12, p = 0.03, ηp² = 0.05, and that it varied by grade (F(1,92) = 4.55, p = 0.04, ηp² = 0.05).

"the training group × time interaction was significant ( F(1,92) = 5.12, p = 0.03, ηp 2 = 0.05), and this interaction appeared to vary as a function of grade"

Discussion¶

Related Claims¶

• In Grade 4, reading comprehension gains were statistically comparable between the mental simulation training group and the control training group — related
• Mental simulation training increased children's reading motivation in both grades, while control-group motivation showed no significant change — related