Among NMAE-using 2nd–4th graders, intervention condition significantly affected performance across editing, DELV-S DVAR, and writing-task outcomes¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? GLM multivariate analysis revealed significant treatment group differences across the three post-intervention dialect outcomes, with the editing + dialect awareness group using more School English and less Home English than the other groups. → 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

Randomized design experiment (n = 116) analyzed with general linear multivariate models across three outcomes: editing-task percentage correct, DELV-S DVAR percent, and frequency of target Home English features in writing. The article reports a significant multivariate effect, "Wilkes Lambda = .878". No effect size is printed.

"Analysis results revealed significant treatment group differences when considering performance on all three outcomes [Wilkes Lambda = .878, F(6, 222) = 928.53, p = .024] with students in the editing + dialect awareness intervention utilizing more School English and less Home English compared to students in the other groups"

Discussion¶

Related Claims¶

• Editing + dialect awareness students significantly outperformed control students on the post-intervention editing task — a narrower finding that bears on this claim
• Editing + dialect awareness students showed marginally lower post-intervention DVAR than controls and significantly higher editing scores than editing-only students — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• Multivariate analysis confirmed a significant overall group effect, and all outcome variables correlated positively in both groups — a broader claim this one bears on
• The authors conclude dialect shifting is malleable and that explicitly contrasting home and school language enhances dialect-shifting instruction — related