SRSD intervention effects on total elements vary by writing ability, favoring nonstruggling over struggling writers at maintenance¶

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

Subclaims¶

q3 i? The group by ability interaction on total elements was significant at maintenance (b = 0.83, p = .045) but not at posttest. → Mason et al. 2017 q3 i3 For nonstruggling writers the maintenance effect was significant and positive (d = 0.84, p < .001), while for struggling writers d = 0.57 was not significant (p = .070). → Mason et al. 2017 q3 i2 Comparing struggling and nonstruggling writers within the intervention group at maintenance favored nonstruggling writers (d = 0.75). → 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 · i? · causal · r2

Multilevel moderation analysis (N = 592) revealed "a significant interaction at maintenance (b = 0.83, p = .045)"; slope analyses gave nonstruggling writers d = 0.84 (p < .001) and struggling writers d = 0.57 (p = .070, not significant), with d = 0.75 favoring nonstruggling writers within the intervention group.

"analysis of modera- tion effects by writing ability with respect to the total num- ber of elements written at posttest and maintenance revealed a significant interaction at maintenance (b = 0.83, p = .045; see Table 4)."

Discussion¶

Learner Variables¶

• Writing Skills — moderator: an instructional effect differs with it

Related Claims¶

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