EDIT Strategy effects maintained at 5 weeks for total, spelling, punctuation, and substance errors¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2017 · 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 i3 Five weeks after instruction, the intervention group significantly outperformed controls on total errors (d = 1.01), spelling (d = .97), punctuation (d = 1.17), and substance (d = 1.13). → 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 · i3 · causal · r2
Maintenance probe administered 5 weeks after instruction without strategy review, analyzed via ANCOVA with pretest covariate. Total errors "yielded significant results in favor of the intervention group with a large effect size" (p = .003, d = 1.01); spelling, punctuation, and substance also significant; capitalization and overall appearance not significant.
"At 5 weeks, the raters' average total EDIT scoring key posttest scores for the intervention and control groups yielded significant results in favor of the intervention group with a large effect size p /H11005.003, d /H110051.01."
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 persist at 12 weeks for total, spelling, and punctuation errors, with a non-significant substance difference — related
- Access to spell check and editing tools without explicit instruction did not improve, and may have reduced, control students' error correction — related
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