Writing intervention effects for US ELL students do not vary significantly by study quality indicators, participant characteristics, or intervention characteristics¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Moderator analyses found no significant variation by study quality indicators, participant characteristics, or intervention characteristics. → Aitken 2026

Evidence¶

Aitken 2026¶

Aitken, A. A., Graham, S., Cao, Y., & Nusrat, A. (2026). The Impact of Writing Instruction for English Language Learners in the United States: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10197-6

q3 · i? · quant-synthesis · r?

Separate moderator models tested study quality indicators (design, fidelity, pretest equivalence, reliability, floor/ceiling, training, N-of-1, teacher effects, attrition), participant characteristics (grade level, language status), and intervention characteristics (treatment type, dosage, control condition, outcome type). The article reports "no significant variation".

"Modera - tor analyses found no significant variation by study quality indicators, participant characteristics, or intervention characteristics."

Discussion¶

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