Claims: W 2

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• World of Words produced a large, statistically significant effect on taught-word sorting performance (effect size 0.94) in a two-site Head Start study - World of Words produced a large, statistically significant effect on taught-word sorting performance (effect size 0.94) in a two-site Head Start study
• World of Words produced a statistically significant medium effect on a comprehension composite measure (effect size 0.54) after 12 weeks - World of Words produced a statistically significant medium effect on a comprehension composite measure (effect size 0.54) after 12 weeks
• World of Words produced a statistically significant medium effect on expressive vocabulary (Expressive One-Word Picture Vocabulary Test, 4th Edition; effect size 0.43) in a scaled-up 12-site study - World of Words produced a statistically significant medium effect on expressive vocabulary (Expressive One-Word Picture Vocabulary Test, 4th Edition; effect size 0.43) in a scaled-up 12-site study
• World of Words produced a statistically significant medium-to-large effect on a researcher-developed vocabulary inductive reasoning test (effect size 0.66) - World of Words produced a statistically significant medium-to-large effect on a researcher-developed vocabulary inductive reasoning test (effect size 0.66)
• World of Words showed no statistically significant effects on the Woodcock-Johnson Picture Vocabulary Subtest or the PPVT-IV - World of Words showed no statistically significant effects on the Woodcock-Johnson Picture Vocabulary Subtest or the PPVT-IV
• Worry did not explain unique variance in students' test performance or mathematics grade, challenging the worry-based explanation of the test anxiety-performance link - Worry did not explain unique variance in students' test performance or mathematics grade, challenging the worry-based explanation of the test anxiety-performance link
• Wprowadzenie nowego narzędzia może pełnić podwójną funkcję w sąsiadujących cyklach ekspansywnych - Wprowadzenie nowego narzędzia może pełnić podwójną funkcję w sąsiadujących cyklach ekspansywnych
• WPS text-structure intervention improves word-problem solving among second graders with comorbid RC and WPS difficulty (acquisition effects) - WPS text-structure intervention improves word-problem solving among second graders with comorbid RC and WPS difficulty (acquisition effects)
• WPS text-structure intervention transfers to reading comprehension (cross-domain far transfer versus control) - WPS text-structure intervention transfers to reading comprehension (cross-domain far transfer versus control)
• Writers revising in Page mode backtrack more than Scroll writers, with no difference in total revising time - Writers revising in Page mode backtrack more than Scroll writers, with no difference in total revising time
• Writing apprehension and anxiety show strong negative correlations with writing self-efficacy in postsecondary students - Writing apprehension and anxiety show strong negative correlations with writing self-efficacy in postsecondary students
• Writing assignments in 1999 showed more intellectual challenge than mathematics, with 48 to 64 percent reaching moderate or extensive challenge depending on grade - Writing assignments in 1999 showed more intellectual challenge than mathematics, with 48 to 64 percent reaching moderate or extensive challenge depending on grade
• Writing assignments made more challenging demands than mathematics assignments across all three grades, with grade-level patterns differing by subject - Writing assignments made more challenging demands than mathematics assignments across all three grades, with grade-level patterns differing by subject
• Writing difficulties at the end of grade 1 predicted higher emotional problems, conduct problems, hyperactivity, and peer problems at the end of grade 2 - Writing difficulties at the end of grade 1 predicted higher emotional problems, conduct problems, hyperactivity, and peer problems at the end of grade 2
• Writing features develop sequentially: universal features (linearity, segmentation, simple units) are acquired before language-specific features - Writing features develop sequentially: universal features (linearity, segmentation, simple units) are acquired before language-specific features
• Writing instruction produces a statistically significant positive overall effect on the writing performance of K-12 English language learners in the United States (g = 0.33) - Writing instruction produces a statistically significant positive overall effect on the writing performance of K-12 English language learners in the United States (g = 0.33)
• Writing intervention effects for US ELL students do not vary significantly by study quality indicators, participant characteristics, or intervention characteristics - Writing intervention effects for US ELL students do not vary significantly by study quality indicators, participant characteristics, or intervention characteristics
• Writing interventions had variable effects on writing self-efficacy and performance, with coping models outperforming mastery models and no-model controls in sentence-combining training - Writing interventions had variable effects on writing self-efficacy and performance, with coping models outperforming mastery models and no-model controls in sentence-combining training
• Writing interventions improve writing quality, the most frequently assessed outcome, with an effect of 0.33 for US ELL students - Writing interventions improve writing quality, the most frequently assessed outcome, with an effect of 0.33 for US ELL students
• Writing is presented as uniquely corresponding to the features of successful learning - Writing is presented as uniquely corresponding to the features of successful learning
• Writing proficiency and digital critical thinking were strongly associated, and the association strengthened from pretest to posttest - Writing proficiency and digital critical thinking were strongly associated, and the association strengthened from pretest to posttest
• Writing proficiency components were studied and compared across L1 and L2 using the same modeling framework - Writing proficiency components were studied and compared across L1 and L2 using the same modeling framework
• Writing quality gains from Tekster are maintained eight weeks after the intervention ends - Writing quality gains from Tekster are maintained eight weeks after the intervention ends
• Writing scores differed significantly by audience, with younger-student letters rated highest and teacher-directed letters lowest - Writing scores differed significantly by audience, with younger-student letters rated highest and teacher-directed letters lowest
• Writing self-efficacy correlates weakly with writing performance in postsecondary studies, with most correlations below 0.25 - Writing self-efficacy correlates weakly with writing performance in postsecondary studies, with most correlations below 0.25
• Writing self-efficacy typically improves over a single academic term but fluctuates and drops when students enter new writing contexts - Writing self-efficacy typically improves over a single academic term but fluctuates and drops when students enter new writing contexts
• Writing shifts episodes toward the Intense but Engaging profile (OR = 1.24) and classroom settings toward Stressful and Tedious (OR = 1.48), but the classroom effect likely reflects modality mix - Writing shifts episodes toward the Intense but Engaging profile (OR = 1.24) and classroom settings toward Stressful and Tedious (OR = 1.48), but the classroom effect likely reflects modality mix
• Writing shows the strongest FMS correlation among academic domains, exceeding reading - Writing shows the strongest FMS correlation among academic domains, exceeding reading
• Writing teaching scripts or textbook explanations improves university students' create-level research question generation more than writing study notes for their own learning - Writing teaching scripts or textbook explanations improves university students' create-level research question generation more than writing study notes for their own learning
• Writing To Learn Improves Understanding
• Writing to the teacher led students to treat writing as evaluation and reproduce transmitted content rather than construct their own knowledge - Writing to the teacher led students to treat writing as evaluation and reproduce transmitted content rather than construct their own knowledge
• Writing to younger students produced better mixture understanding than writing to the teacher, while younger-student and peer audiences did not differ - Writing to younger students produced better mixture understanding than writing to the teacher, while younger-student and peer audiences did not differ
• Writing-to-learn activities improve content learning in Grades 1–12, with effects in mathematics indistinguishable from those in science and social studies, in one meta-analysis
• Written assignments are the most used object of peer assessment, and beliefs and perceptions are the most investigated outcome - Written assignments are the most used object of peer assessment, and beliefs and perceptions are the most investigated outcome
• Written composition quality is best described as a single unidimensional construct across English and Spanish and across narrative and opinion genres for primary-grade dual language learners - Written composition quality is best described as a single unidimensional construct across English and Spanish and across narrative and opinion genres for primary-grade dual language learners
• Written examination scores were low and confounded, providing a serious warning about students' unaided performance on foundational calculations - Written examination scores were low and confounded, providing a serious warning about students' unaided performance on foundational calculations
• Written explanation skills learned in the Unit 1 intervention transferred to a different mathematical concept (functions) - Written explanation skills learned in the Unit 1 intervention transferred to a different mathematical concept (functions)
• Written media afford simultaneous production and comprehension, which pairs appropriate to manage multiple discussion threads - Written media afford simultaneous production and comprehension, which pairs appropriate to manage multiple discussion threads
• Written presentation of objectives and direct instruction are instructional activities linked to stronger effects of ICT-supported writing interventions - Written presentation of objectives and direct instruction are instructional activities linked to stronger effects of ICT-supported writing interventions
• Written-communication skills significantly correlate with vibe-coding performance, but the association does not remain significant after controlling for domain-general cognitive ability - Written-communication skills significantly correlate with vibe-coding performance, but the association does not remain significant after controlling for domain-general cognitive ability
• WTC decreases as class size increases on both talk-time and turns of talk - WTC decreases as class size increases on both talk-time and turns of talk
• WTC differs significantly across class sizes in Iranian EFL classes, with the smallest class showing the highest WTC - WTC differs significantly across class sizes in Iranian EFL classes, with the smallest class showing the highest WTC
• WWC finds CIRC has potentially positive effects on general literacy achievement for adolescent learners (average improvement index +2 percentile points) - WWC finds CIRC has potentially positive effects on general literacy achievement for adolescent learners (average improvement index +2 percentile points)
• WWC finds Cooperative Integrated Reading and Composition® has potentially positive effects on comprehension for adolescent learners (average improvement index +7 percentile points) - WWC finds Cooperative Integrated Reading and Composition® has potentially positive effects on comprehension for adolescent learners (average improvement index +7 percentile points)
• WWC improvement indices for Too Good for Violence are +18 percentile points for behavior and +16 for knowledge, attitudes, and values - WWC improvement indices for Too Good for Violence are +18 percentile points for behavior and +16 for knowledge, attitudes, and values
• WWC rates Achieve3000® as having potentially positive effects on comprehension and general literacy achievement for adolescent readers - WWC rates Achieve3000® as having potentially positive effects on comprehension and general literacy achievement for adolescent readers
• WWC rates MTP-S as having potentially positive effects on general achievement, with a small extent of evidence - WWC rates MTP-S as having potentially positive effects on general achievement, with a small extent of evidence