Comics as a literary-didactic method and their use for reducing gender differences in reading literacy at the primary level of education.

Autor/inn/en	Kerneza, Maja; Kosir, Katja
Titel	Comics as a literary-didactic method and their use for reducing gender differences in reading literacy at the primary level of education. Paralleltitel: Strip kot literarnodidakticna metoda dela in njegova uporaba za zmanjsanje razlik med spoloma v bralni pismenosti na razredni stopnji solanja.
Quelle	In: CEPS journal, 6 (2016) 2, S. 125-149Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
URN	urn:nbn:de:0111-pedocs-122981
Schlagwörter	Empirische Untersuchung; Methode; Qualitative Forschung; Quantitative Forschung; Junge; Geschlechtsspezifischer Unterschied; Mediennutzung; Comic; Grundschule; Schüler; Interesse; Lesekompetenz; Lesemotivation; Leseverstehen; Leistungsmessung; Mädchen; Slowenien
Abstract	The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils' reading literacy and reading motivation, while also reducing the aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils' reading literacy and reading motivation. However, when the four-way structure of the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestions are offered for teachers' work. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/4