Editing + dialect awareness students significantly outperformed control students on the post-intervention editing task¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2013 · 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.
q3 i? Compared to control students, editing + dialect awareness students performed significantly better on the post-intervention editing task (mean difference = 19.56, p = .001). → Thomas-Tate et al. 2013
Evidence¶
Thomas-Tate et al. 2013¶
Shurita Thomas-Tate, Carol McDonald Connor, & Lakeisha Johnson. (2013). Design Experiments: Developing and Testing an Intervention for Elementary School-age Students who use Non-mainstream American English Dialects. SREE Spring 2013 Conference Abstract. https://eric.ed.gov/?id=ED563056
q3 · i? · causal · r2
Post-hoc pairwise examination of means (α = .075 to insure adequate power) in the randomized three-condition design experiment. The editing + dialect awareness group beat the untreated control on percentage of items correctly edited to School English, with "mean difference = 19.56, p = .001". No effect size printed.
"compared to control group students, students in the editing + dialect awareness intervention condition performed significantly better on the post-intervention editing task (mean difference = 19.56, p = .001, see Figure 1, top)"
Discussion¶
Related Claims¶
- Editing + dialect awareness students showed marginally lower post-intervention DVAR than controls and significantly higher editing scores than editing-only students — related
- Among NMAE-using 2nd–4th graders, intervention condition significantly affected performance across editing, DELV-S DVAR, and writing-task outcomes — a broader claim this one bears on
- Editing-only intervention did not significantly differ from control except a trend on the editing task, and no group differences emerged on the writing sample — related
- The authors conclude dialect shifting is malleable and that explicitly contrasting home and school language enhances dialect-shifting instruction — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-03 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.