SIWI improved discourse-level writing traits in both personal narrative and persuasive genres among grade 3-5 d/hh students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i2 Treatment students gained more on writing trait rubrics than business-as-usual comparison students across both genres, with effect sizes from 0.53 to 2.01. → Wolbers 2018

Evidence¶

Wolbers 2018¶

Wolbers, K., Dostal, H., Graham, S., Branum-Martin, L., Kilpatrick, J., & Saulsburry, R. (2018). Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5. Journal of Educational and Developmental Psychology, 8(1). https://doi.org/10.5539/jedp.v8n1p99

q2 · i2 · causal · r2

Quasi-experimental multilevel regression of posttest on pretest within teacher for six writing trait outcomes (orientation, events, organization for personal narrative; opinion, reasons, organization for persuasive). The article prints effect sizes ranging from 0.53 to 2.01, including 2.01 for personal narrative organization (treatment estimate 1.11, p < .01) and 1.20 for personal narrative events; the printed range 0.53 to 2.01 supports impact 2.

"Overall, Table 4 shows that the treatment was effective, resulting in effect sizes ranging from 0.53 to 2.01."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Teachers implemented interactive instruction principles more faithfully than strategic or linguistic/metalinguistic principles in their first year of SIWI professional development — related
• SIWI improved written language accuracy and complexity outcomes, especially for personal narrative writing — related
• Treatment and comparison groups differed significantly at pretest on most writing and language measures, favoring comparison — related