Intertextual reading instruction raises fifth-graders' Originality of Ideas scores in creative writing relative to conventional instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Fifth-grade students taught with an intertextual reading approach scored significantly higher on Originality of Ideas at final test than control-group students taught conventionally. → 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 · r1

Pretest–post-test control-group experiment with 42 fifth-graders (21 per group, assigned by drawing) at Akpinar Primary School; essays scored on the Creative Writing Rubric by the researcher and two specialists. The final-test difference of "1.33" favored the test group (p<.05).

"the difference (M test final-test – control final test=1.33) between the final test mean scores of the test group ( M =2.90) and the control group (M =1.57) is found to be significant in favor of test group (p<.05)."

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Intertextual reading advantages on Originality of Ideas and Vocabulary Richness appear at each midtest during the intervention — related
• Intertextual reading instruction raises fifth-graders' Vocabulary Richness scores in creative writing relative to conventional instruction — related
• Overall post-test creative writing scores differ significantly between intertextual-reading and control groups — a broader claim this one bears on