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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 At posttest, intervention students scored significantly higher on total words written than control students (d = 0.47). → Mason et al. 2017 (2) q3 i1 At maintenance, intervention students still scored significantly higher on total words written (d = 0.38). → 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 · i2 · causal · r2

Multilevel model analysis (N = 592) of the rural-school randomized controlled trial found intervention students "scored significantly higher at posttest on total words written (b = 20.73, p = .011, d = 0.47)."

"In the presence of all covariates, our results demonstrated that students in the intervention group scored significantly higher at posttest on total words written (b = 20.73, p = .011, d = 0.47)."

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 · i1 · causal · r2

At maintenance, the multilevel model showed intervention students "scored significantly higher at maintenance on total words written (b = 14.96, p = .046, d = 0.38)."

"our results demonstrated that stu- dents in the intervention group scored significantly higher at maintenance on total words written (b = 14.96, p = .046, d = 0.38)."

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
• 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 persuasive elements written by Grade 5–6 rural students compared with business-as-usual control — related