Students' reading comprehension post-test scores differed significantly by monthly amount of pages read, favouring the heaviest readers¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2017 · 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.
q2 i? Post-test scores differed significantly across monthly pages-read groups, with the 201-pages-and-more group holding the highest average rank (33.06). → Başar 2017
Evidence¶
Başar 2017¶
Başar, M. & Gürbüz, M. (2017). Effect of the SQ4R Technique on the Reading Comprehension of Elementary School 4th Grade Elementary School Students. International Journal of Instruction, 10(2), 131-144. http://www.e-iji.net/dosyalar/iji_2017_2_9.pdf
q2 · i? · associational · r1
Kruskal Wallis test across five monthly pages-read categories (50 and less to 201 and more) on post-test scores of all 57 students. The article reports "[X 2(4)=14.711; p<.05]" and that the 201-and-more group had the highest average position score (33.06). No effect size is printed.
"a significant difference was found between the monthly amount of pages read by students and their post -test scores [X 2(4)=14.711; p<.05]"
Discussion¶
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