Intertextual reading advantages on Originality of Ideas and Vocabulary Richness appear at each midtest during the intervention¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Midtest 1, Midtest 2, and Midtest 3 mean scores of the test group exceeded control-group means on both evaluated dimensions, with statistically significant differences. → Akdal 2014

Evidence¶

Akdal 2014¶

Akdal, D. & Şahin, A. (2014). The effects of intertextual reading approach on the development of creative writing skills. Eurasian Journal of Educational Research, 54, 171-186. https://dergipark.org.tr/en/pub/ejer

q2 · i? · causal · r2

Essays written after each of the three coursebook texts (The Foundation of the Union; Atatürk Became Children; The Old Holiday Fragrances) were scored as Midtest 1–3; the article reports the test group higher at every midtest on both dimensions. Scheffe comparisons in Tables 4 and 6 mark several contrasts p<.05.

"It was also found that midtest 1, midtest 2, and midtest 3 mean scores of the test group are higher than the mean scores of the control group and these differences are statistically significant."

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Intertextual reading instruction raises fifth-graders' Vocabulary Richness scores in creative writing relative to conventional instruction — related
• Intertextual reading instruction raises fifth-graders' Originality of Ideas scores in creative writing relative to conventional instruction — related
• Overall post-test creative writing scores differ significantly between intertextual-reading and control groups — related
• Experiment and control groups were equivalent on all RCES dimensions before the intervention — related