Repeated use of picture story books in a short time reduced student enthusiasm by the fifth meeting¶
Claim · All claims
Evidence · 1 study · causalr1·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? Students' enthusiasm for picture story books decreased by the fifth meeting because the same material type recurred over a short duration. → Roslina 2017
Evidence¶
Roslina 2017¶
Roslina. (2017). The Effect of Picture Story Books on Students’ Reading Comprehension. Advances in Language and Literary Studies 8(2). https://doi.org/10.7575/aiac.alls.v.8n.2p.213
q2 · i? · causal · r1
Observational and interview data from the treatment meetings. Students said they liked picture story books but grew bored with frequent repetition; the article attributes this to "the frequently same types materials came in a short time duration".
"In another case, the students’ enthusiast began to decrease in the fifth meeting."
Discussion¶
Related Claims¶
- Receptive word comprehension improved for both dictionary and non-dictionary words, with no receptive-level difference between the two word types — related
- Interventions lasting one to two months show the largest effect, and effects do not increase consistently with longer duration — related
- Students held strongly positive perceptions of picture story books in reading class — reports the opposite
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