SRSD intervention effects on elements and words decrease from posttest to maintenance but remain statistically significant¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Effect sizes declined from posttest to maintenance (elements d = 0.90 to 0.77; words d = 0.47 to 0.38) while remaining significant. → Mason et al. 2017

Evidence¶

Mason et al. 2017¶

Linda H. Mason, Anne Mong Cramer, Justin D. Garwood, Cheryl Varghese, Jill Hamm, and Allen Murray. (2017). Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers With and Without Disabilities in Rural Schools: A Randomized Controlled Trial. Rural Special Education Quarterly, 36(4), 168–179. https://doi.org/10.1177/8756870517723617

q3 · i2 · causal · r2

The authors' comparison of posttest and maintenance effect sizes in the rural RCT reports that "the effectiveness of the intervention decreased over time once instruction was completed" yet significant differences maintained (ES = 0.77 elements; ES = 0.38 words).

"the effectiveness of the intervention decreased over time once instruction was completed; however, significant differences maintained (ES = 0.77 for number of elements; ES = 0.38 for number of words)."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• SRSD for POW + TREE instruction increases the total number of words written by Grade 5–6 rural students compared with control, with smaller effects than for elements — a narrower finding that bears on this claim
• SRSD for POW + TREE instruction increases the total number of persuasive elements written by Grade 5–6 rural students compared with business-as-usual control — a narrower finding that bears on this claim
• SRSD intervention effects on total elements vary by writing ability, favoring nonstruggling over struggling writers at maintenance — related
• The largest SRSD effects in rural Grade 5–6 classrooms are for writing reasons and explanations, with smaller effects for topic and ending sentences — related