EDIT Strategy gains at posttest appear for spelling, punctuation, and substance errors but not capitalization or overall appearance¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Significant posttest differences favoring the intervention group were observed for spelling (d = .71), punctuation (d = .96), and substance (d = 1.66), but not capitalization or overall appearance. → Woods-Groves et al. 2017

Evidence¶

Woods-Groves et al. 2017¶

Suzanne Woods-Groves, Youjia Hua, Jeremy W. Ford, Katelyn M. Neil. (2017). Efficacy of an Electronic Editing Strategy with College Students with Intellectual and Developmental Disabilities. Education and Training in Autism and Developmental Disabilities, 52(4), 422-436. https://eric.ed.gov/?id=EJ1160277

q3 · i2 · causal · r1

ANCOVAs of the five error types at posttest in the same randomized study. Spelling was significant (p = .022, d = .71); punctuation p = .030, d = .96 and substance p = .007, d = 1.66 were significant with large effects; "No significant difference was observed" for capitalization or overall appearance.

"For spelling, a significant difference with a medium effect size was observed in favor of the intervention group p /H11005.022, d /H11005.71. No significant difference was observed between intervention and control groups regarding capitalization p /H11005.428, d /H11005.44 and overall appearance p /H11005.495, d /H11005.20."

Discussion¶

Related Claims¶

• EDIT Strategy effects maintained at 5 weeks for total, spelling, punctuation, and substance errors — related
• EDIT Strategy effects persist at 12 weeks for total, spelling, and punctuation errors, with a non-significant substance difference — related
• EDIT Strategy instruction significantly improves total editing errors corrected by college students with IDD at posttest — a broader claim this one bears on