Intertextual reading instruction raises fifth-graders' Vocabulary Richness scores in creative writing relative to conventional instruction¶

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? Fifth-grade students taught with an intertextual reading approach scored significantly higher on Vocabulary Richness at final test than control-group students. → 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

Same pretest–post-test control-group experiment; Vocabulary Richness was scored on the Öztürk (2007) Creative Writing Rubric. The article reports the final-test contrast as significant, [F(9,302); p<.0], with a "1.33" mean difference favoring the test group.

"the difference ( M test final -test – control final test=1.33) between the final test mean scores of the test group ( M =2.66) and the control group (M =1.33) is found to be significant in favor of the test group ( p<.05)."

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 — related
• Overall post-test creative writing scores differ significantly between intertextual-reading and control groups — a broader claim this one bears on