T3's comparatively small story-content effect is attributed to its lack of specific story-content cue questions, while verbalizing aloud during pre-writing helped story quality¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i1–i3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 T3's story-content effect size (.30) was the only one below .80, which the author attributes to T3 not providing the WWW, W=2, H=2 cue questions. → Dunn 2013 q2 i3 The author interprets T3's significant story-quality difference as showing that verbalizing ideas aloud during pre-writing helped struggling writers. → Dunn 2013 (2)

Evidence¶

Dunn 2013¶

Michael Dunn. (2013). Comparing two story-writing mnemonic strategies: A randomized control trial study. International Journal of Special Education, 28(3). https://eric.ed.gov/?id=EJ1024423

q2 · i1 · causal · r1

Effect-size analysis from the randomized control trial's results section: T3's story-content effect size was d = .30, the only value below .80. The author attributes this to T3 not providing the specific WWW, W=2, H=2 story content cue questions.

"All of the effect sizes were large (.80 or greater) except for T3's story content. T3 did not provide students with the specific WWW, W=2, H=2 story content cue questions (Graham & Harris, 1989)."

Dunn 2013 (2)¶

Michael Dunn. (2013). Comparing two story-writing mnemonic strategies: A randomized control trial study. International Journal of Special Education, 28(3). https://eric.ed.gov/?id=EJ1024423

q2 · i3 · causal · r1

Author's interpretation in the discussion of the randomized control trial: T3's significant story-quality difference (d = 1.13) is attributed to verbalizing aloud ideas during pre-writing, with auditory intake helping children finesse ideas and story structure. This is an interpretation, not a directly tested mechanism.

"T3's significant difference for intervention story quality indicated that verbalizing aloud ideas during pre-writing helped the struggling writers with this aspect of writing."

Discussion¶

Related Claims¶

• ART students achieved larger effect sizes for story content (1.46) and number of words written (.95), while T3 students achieved the largest effect size for story quality (1.13) — a broader claim this one bears on
• In a randomized control trial with 12 fourth-grade struggling writers, the ART and T3 groups differed significantly on story content, and T3 differed significantly on story quality — related