Verbal ability and gender each showed significant main effects on attitude to reading¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the attitude ANOVA, verbal ability was significant (F = 10.0, p = .000) and gender was significant (F = 5.7, p = .017), while interactions involving experimental condition were not significant. → Fola-Adebayo 2014

Evidence¶

Fola-Adebayo 2014¶

Fola-Adebayo, T.J., 2014, 'Influence of Pre-question and genre-based instructional strategies on reading', Reading & Writing 5(1), Art. #51, 9 pages. https://doi.org/10.4102/rw.v5i1.51

q3 · i? · causal · r2

Table 4 of the attitude ANOVA reports the verbal ability main effect (F = 10.0, Significance .000) and, in the same table, a gender effect (F = 5.7, p = .017); Experimental x Verbal (p = .466) and Experimental x Gender (p = .093) were not significant. No effect sizes are printed.

"Verbal 811.4 2 405.7 10.0 .000"

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
• Reading and Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Instructional strategy has a significant main effect on undergraduates' attitude to reading — related
• Exam effects on unrelated graphical memory show no gender differences — related
• The overall gender difference across the six graphical languages is statistically significant after controlling for non-verbal ability — related