The intervention effect increases with the number of Tekster lessons students complete¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was a statistically significant positive relationship between the number of student-completed lessons and the intervention effect; students completing all 16 lessons had an ES of 0.40 versus 0.32 overall. → Bouwer 2018

Evidence¶

Bouwer 2018¶

Bouwer, R., Koster, M., & van den Bergh, H. (2018). Effects of a Strategy-Focused Instructional Program on the Writing Quality of Upper Elementary Students in the Netherlands. Journal of Educational Psychology, 110(1), 58–71. https://doi.org/10.1037/edu0000206

q3 · i? · causal · r2

Multilevel analysis including lessons completed as a fixed factor; students completed on average 10 lessons (SD = 4). The regression coefficient was β = 0.21 (SE = 0.09, p < .01); completers of all 16 lessons showed a gain of 5.99 points, ES 0.40.

"The results indicated a statistically significant, positive relationship between the number of student-completed lessons and the intervention effect, /H9252/H110050.21 ( SE /H110050.09, p /H11021.01). On average, students who completed all 16 Tekster lessons had a gain score of 5.99, which translates to an ES of 0.40."

Discussion¶

Related Claims¶

• Tekster, a strategy-focused writing instruction program, statistically significantly improves the writing quality of upper-elementary students, with an overall effect size of 0.32 — related
• The effect of Tekster differs by grade level, with slightly smaller gains in Grade 6 than in Grades 4 and 5 — related