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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i3 At posttest, intervention students scored significantly higher on total elements written than control students (d = 0.90). → Mason et al. 2017 (2) q3 i2 At maintenance in late spring, intervention students still scored significantly higher on total elements written (d = 0.77). → Mason et al. 2017 (2)

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 · i3 · causal · r2

Multilevel model analysis (N = 592) of a matched-pair randomized controlled trial of 16 rural schools, controlling for pretest, gender, grade, and ability, showed intervention students "scored significantly higher at posttest on total elements written (b = 2.17, p < .001, d = 0.90)."

"In the presence of all covariates, our results demonstrated that students in the intervention group scored significantly higher at posttest on total elements written (b = 2.17, p < .001, d = 0.90)."

Mason et al. 2017 (2)¶

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 same multilevel model analysis at the late-spring maintenance time point found intervention students "scored significantly higher at mainte- nance on total elements written (b = 1.75, p < .001, d = 0.77)."

"In the presence of all covariates, our results demonstrated that stu- dents in the intervention group scored significantly higher at mainte- nance on total elements written (b = 1.75, p < .001, d = 0.77)."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• SRSD intervention effects on elements and words decrease from posttest to maintenance but remain statistically significant — a broader claim this one bears on
• 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
• 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 — related
• Strategy Instruction Improves Writing Quality — a broader claim this one bears on