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¶

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? Editing-only students did not perform significantly differently than controls except a trend on the editing task (mean difference = 9.39, p = .095), and there were no significant differences among groups in frequency of target Home English features in the writing sample. → 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

Null and trend findings from the randomized design experiment's pairwise analyses. The writing-sample null means equivalence was not tested; the article adds that means suggest the editing + dialect awareness "condition used fewer target Home English forms than did students in the other conditions".

"Students in the editing alone intervention condition did not perform significantly differently than the control group except on the editing task, where there was a trend (mean difference = 9.39, p = .095). There were no significant differences among groups with regard to frequency of target intervention features used in the writing sample"

Discussion¶

Related Claims¶

• Editing + dialect awareness students significantly outperformed control students on the post-intervention editing task — 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 + dialect awareness students showed marginally lower post-intervention DVAR than controls and significantly higher editing scores than editing-only students — related