No gender differences in reading comprehension appeared in any grade level under inclusive combined strategy instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was no significant difference by gender in reading comprehension in any grade (e.g., grade 7: F(1,75) = .57, P = .45), and the findings do not endorse prior claims of a male-favoring gender gap. → Ghada M. Awada & Mar Gutiérrez-Colón 2017

Evidence¶

Ghada M. Awada & Mar Gutiérrez-Colón 2017¶

Ghada M. Awada & Mar Gutiérrez-Colón. (2017). Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon. English Language Teaching, 10(9), 49. https://doi.org/10.5539/elt.v10n9p49

q3 · i? · causal · r2

Grade 7 ANCOVA gender contrast (49 male, 26 female); the article reports the same null pattern for grades 8–10 and states the findings do not endorse McIntosh et al. (2013) or DiPrete and Jennings (2012).

"there was no statistically significant effect for the gender variable on the reading comprehension F (1, 75) =.57, P=. 45, ŋ2 = .00"

Discussion¶

Related Claims¶

• In grade 7 inclusive classrooms, combined strategy instruction outperformed regular instruction on narrative text comprehension — related
• In grade 8 inclusive classrooms, combined strategy instruction outperformed regular instruction on narrative text comprehension — related
• There is no significant interaction between teaching method and gender on Igbo language reading comprehension achievement — related
• In grade 10 expository-text classrooms, neither treatment, gender, nor school type significantly affected reading comprehension — related