Peer problems show a significant inverse correlation with reading comprehension (r = -.304)¶
Claim · All claims
Evidence · 1 study · associationalr1·q3·i2medium
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 i2 Pearson's correlation showed a significant inverse relationship between peer problems and GORT-4 reading comprehension (r = -.304, 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 · i2 · associational · r1
Correlational analysis in the same after-school sample relating SDQ peer problems to GORT-4 comprehension; the printed correlation is "r = -.304, p<.01", a small-to-moderate inverse association.
"Pearson‟s product correlation identified a significant inverse relationship between peer problems and reading comprehension as scored by the GORT -4 (r = -.304, p<.01). Cumulative results indicate that as peer problems decrease reading comprehension increases."
Discussion¶
Learner Variables¶
- Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Peer problems are the only statistically significant predictor of reading comprehension scores among hyperactivity, conduct problems, and peer problems — related
- Students with low peer problems score significantly higher in reading comprehension than students with high peer problems — related
- Most students in the high reading comprehension group fall in the low externalizing behavior groups, most strongly for peer problems — related
- Hyperactivity and conduct problems were not statistically significant predictors of reading comprehension in this sample — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
peer-problems-inverse-correlation-reading-comprehension |
title |
Peer problems show a significant inverse correlation with reading comprehension (r = -.304) |
description |
Peer problems show a significant inverse correlation with reading comprehension (r = -.304) |
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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