Small-group Grammar for Writing shows a statistically significant but small positive effect on extended writing versus control (effect size 0.24)¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i1 small
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Pupils receiving the small group form of the intervention scored significantly higher in extended writing than control pupils (0.78 marks, p=0.05, effect size 0.24, 95% CI 0.00 to 0.49). → Torgerson 2014

Evidence¶

Torgerson 2014¶

Torgerson, D., Torgerson, C., Mitchell, N., Buckley, H., Ainsworth, H., Heaps, C., & Jefferson, L. (2014). Grammar for Writing: Evaluation Report and Executive Summary. Education Endowment Foundation. https://www.educationendowmentfoundation.org.uk/evaluation

q3 · i1 · causal · r3

Secondary cluster-level analysis comparing 210 small-group pupils with 607 control pupils (817 total, 99 clusters) predicted Level 3c to 4b. The article reports a "statistically significant increase of 0.78 marks" and an effect size of 0.24 (95% CI: 0.00 to 0.49).

"There was some evidence of a statistically significant difference in extended writing score between the allocated groups, with a statistically significant increase of 0.78 marks for those who received the small group form of the intervention when compared with those in the control group (p=0.05, 95% CI: -0.01 to 1.56)."

Discussion¶

Related Claims¶

• Small-group delivery of Grammar for Writing outperforms whole-class delivery on extended writing (effect size 0.21) — related
• Whole-class Grammar for Writing over four weeks does not significantly improve Year 6 pupils' extended writing compared with business-as-usual control — related
• The intervention had no statistically significant effect on spelling and grammar scores — related
• The intervention had no statistically significant effect on reading scores — related
• Pupils at Level 4a and above, who received the intervention only in Year 6, showed no significant writing benefit — related
• The intervention showed no evidence of differentially benefiting pupils eligible for free school meals, despite a marginal group-by-FSM interaction — related
• Small group teaching appears an effective strategy for raising writing skills among pupils between Levels 3c and 4b — possibly the same claim (merge candidate)