Approximately 13–14% of total variance in first-grade written composition is attributable to differences among classrooms¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: baselines and conditions change
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 i? Intraclass correlations were .14 for substantive quality and .13 for writing conventions, indicating approximately 13–14% of total variance in written composition was attributable to classroom differences. → Kim 2013
Evidence¶
Kim 2013¶
Kim, Y.-S., Al Otaiba, S., Sidler Folsom, J., & Gruelich, L. (2013). Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly, 28(3), 461–469. https://doi.org/10.1016/j.ecresq.2013.01.001
q3 · i? · associational · r3
Baseline multilevel models fitted to partition variance in written composition outcomes between child and classroom levels for the 527-child sample nested in 34 classrooms.
"Intraclass correlations in children's written composition were .14 and .13 in the substantive quality and writing conventions dimensions, respectively. In other words, approximately 13–14% of total variance in children's written composition was attributable to differences among classrooms."
Discussion¶
Learner Variables¶
- Writing Skills — outcome: instruction changes it
Related Claims¶
- No statistically significant interactions between child-level and instructional quality predictors for either written composition dimension — related
- Grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness are uniquely and positively related to substantive quality of first-grade written composition — related
- Spelling and attentiveness are uniquely related to writing conventions of first-grade written composition, but instructional quality is not — related
- Teacher responsiveness is uniquely related to substantive quality of first-grade written composition after accounting for child predictors and other instructional quality variables — related
- Children's expressive vocabulary is not uniquely related to either dimension of written composition after accounting for other variables — related
- Most variance in students' epistemic emotions was situational (within-person) fluctuation, with 18–37% due to between-person variability. — related
- Classroom membership accounts for 11% of variance in students' perceived competence, justifying multilevel analysis — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
classroom-level-variance-written-composition-first-grade |
title |
Approximately 13–14% of total variance in first-grade written composition is attributable to differences among classrooms |
description |
Approximately 13–14% of total variance in first-grade written composition is attributable to differences among classrooms |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
recheck_by |
2018 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kim-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.