EDIT Strategy effects persist at 12 weeks for total, spelling, and punctuation errors, with a non-significant substance difference¶

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 At 12 weeks the intervention group significantly outperformed controls on total errors (d = .41), spelling (d = .60), and punctuation (d = .90); the substance difference was non-significant (p = .058, d = 1.06). → 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

Second maintenance probe at 12 weeks, ANCOVA with pretest covariate. Total errors showed "a medium effect size in favor of the intervention group" (p = .014, d = .41); for substance "a non-significant difference was revealed with a large effect size p = .058, d = 1.06."

"At 12 weeks, the raters' average total EDIT scoring key posttest results for the intervention and control groups yielded significant results with a medium effect size in favor of the intervention group p /H11005.014, d /H11005.41."

Discussion¶

Related Claims¶

• EDIT Strategy gains at posttest appear for spelling, punctuation, and substance errors but not capitalization or overall appearance — related
• EDIT Strategy instruction significantly improves total editing errors corrected by college students with IDD at posttest — related
• EDIT Strategy effects maintained at 5 weeks for total, spelling, punctuation, and substance errors — related