Claims

Ninth graders in a five-week symbolism module increased their participation and facility with literary interpretation practices

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Most students increased participation and facility with literary interpretation practices over the five-week module. → Teresa Sosa 2015

Evidence

Teresa Sosa 2015

Teresa Sosa, Allison H. Hall, and Susan R. Goldman; Carol D. Lee. (2015). Developing Symbolic Interpretation Through Literary Argumentation. https://doi.org/10.1080/10508406.2015.1124040

q2 · i? · design · r2

Results preview of a mixed-methods case study of two ninth-grade sections during a five-week symbolism/coming-of-age module, based on sampled whole-class discussions and pre/post essays. The article reports that "most students increased their participation and facility with literary interpretation practices." No effect size is printed.

"The subsequent discussions and the post instruction essays showed that most students increased their participation and facility with literary interpretation practices."

Discussion

Page metadata
Field Value
type claim
id symbolism-module-increased-interpretive-participation
title Ninth graders in a five-week symbolism module increased their participation and facility with literary interpretation practices
description Ninth graders in a five-week symbolism module increased their participation and facility with literary interpretation practices
status review
evidence_strength moderate
newest_evidence 2015
generated by process:wiki-ingest on 2026-10-18
trust unverified — no one has confirmed this page's content
sources 1 — teresa-sosa-2015

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