Overall post-test creative writing scores differ significantly between intertextual-reading and control groups¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The post-test difference between test and control group means on creative writing was statistically significant. → 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

One-way ANOVA on post-test creative writing scores of the 42-student sample, reported in Table 2; the article prints the result as "[F(13,427); p<.0]" and describes the difference as significant.

"As displayed in Table 2, the difference between the means of the post -test in the test and the control groups is significant [F(13,427); p<.0]."

Discussion¶

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' Originality of Ideas scores in creative writing relative to conventional instruction — a narrower finding that bears on this claim
• Intertextual reading instruction raises fifth-graders' Vocabulary Richness scores in creative writing relative to conventional instruction — a narrower finding that bears on this claim
• Test and control groups showed no significant pretest difference in creative writing — related