No statistically significant interactions between child-level and instructional quality predictors for either written composition dimension¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Interactions between child- and classroom-level predictors were tested but none were statistically significant for either the substantive quality or the writing conventions outcome. → Kim 2013
Evidence¶
Kim 2013¶
Kim, Y.-S., Al Otaiba, S., Sidler Folsom, J., & Gruelich, L. (2013). Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly, 28(3), 461–469. https://doi.org/10.1016/j.ecresq.2013.01.001
q3 · i? · associational · r2
Null interaction findings from the multilevel models testing whether instructional quality moderated relations between child-level skills and written composition outcomes.
"Interactions between child- and classroom-level predictors were tested but not reported in Table 3 because none were statistically significant for either the substantive quality or the writing convention outcome."
Discussion¶
Learner Variables¶
- Writing Skills — outcome: instruction changes it
Related Claims¶
- Approximately 13–14% of total variance in first-grade written composition is attributable to differences among classrooms — related
- Children's expressive vocabulary is not uniquely related to either dimension of written composition after accounting for other variables — related
- Spelling and attentiveness are uniquely related to writing conventions of first-grade written composition, but instructional quality is not — related
- Grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness are uniquely and positively related to substantive quality of first-grade written composition — related
- Teacher responsiveness is uniquely related to substantive quality of first-grade written composition after accounting for child predictors and other instructional quality variables — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-child-by-instructional-quality-interactions-written-composition |
title |
No statistically significant interactions between child-level and instructional quality predictors for either written composition dimension |
description |
No statistically significant interactions between child-level and instructional quality predictors for either written composition dimension |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kim-2013 |
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