Bilingual students scored significantly lower on text quality than L1 students, with L2 differences marginal for text quality and handwriting fluency¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? With L1 as reference, the bilingual estimate for text quality was significant (p = 0.009), while L2 estimates reached significance only marginally for text quality (p = 0.050) and handwriting fluency (p = 0.042). → Skar 2023

Evidence¶

Skar 2023¶

Skar, G. B., Graham, S., & Huebener, A. (2023). The Long-Term Effects of the COVID-19 Pandemic on Children's Writing: a Follow-up Replication Study. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09729-1

q3 · i? · associational · r?

Language covariate row from Table 3 of the three-level regression models: bilingual estimate −0.080, p = 0.009 for text quality; −0.700, p = 0.337 for handwriting fluency; 0.009, p = 0.778 for attitude. No standardized effect size is printed.

"Bilingual − 0.080 0.009 − 0.700 0.337 0.009 0.778"

Discussion¶

Learner Variables¶

• Writing Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• School size statistically significantly predicted handwriting fluency but not the other two writing outcomes — related
• Girls scored significantly higher than boys on writing quality, handwriting fluency, and attitude toward writing — related