ICT-supported writing interventions targeting higher-level writing processes show a large overall positive effect on students' writing quality (g = 1.264)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Across 42 studies, ICT-supported writing interventions produced a large pooled improvement in writing quality relative to non-ICT control conditions. → López 2026

Evidence¶

López 2026¶

López, P., Fidalgo, R., Álvarez-Moreno, C., Díaz-Tejedor, R., van den Bergh, H., & Rijlaarsdam, G. (2026). Compositional Analysis of Writing Instructional Practices Performed with Digital Tools: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10153-4

q3 · i3 · quant-synthesis · r2

Three-level random-effects meta-analysis with cluster-robust inference of 53 effect sizes from 42 papers, comparing ICT-supported writing interventions to non-ICT controls on writing quality. The pooled effect was "g = 1.264 (95% CI [0.957, 1.570])", significant at p < .001.

"The pooled effect was g = 1.264 (95% CI [0.957, 1.570]), t(39.93) = 8.33, p < .001, which is similar to the mean effect reported for SRSD strategy instruction in Graham and Perin’s (2007) meta-analysis (mean weighted effect size = 1.14)."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

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