The effect of Tekster differs by grade level, with slightly smaller gains in Grade 6 than in Grades 4 and 5¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The intervention × grade level interaction was statistically significant; Grade 4 gained 4.86 points (ES 0.34), Grade 5 gained 5.00 points (ES 0.35), and Grade 6 gained 4.23 points (ES 0.30). → 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 · i1 · causal · r2

Multilevel models testing intervention effectiveness across Grades 4, 5, and 6 in the switching replication sample. All grades improved significantly, with printed effect sizes ES = 0.34 (Grade 4), ES = 0.35 (Grade 5), and ES = 0.30 (Grade 6), the Grade 6 effect being the smallest.

"The interaction between the intervention and grade level was also statistically significant, /H92732(2) /H1100514.21, p /H11021.001, indicating the impact of Tekster differed based on grade level. On average, Grade 4 students’ scores increased by 4.86 points (ES /H110050.34), Grade 5 students’ scores increased by 5.00 points (ES /H110050.35), and Grade 6 students’ scores increased by 4.23 points (ES /H110050.30)."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it

Related Claims¶

• The intervention effect increases with the number of Tekster lessons students complete — related
• 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
• Writing quality gains from Tekster are maintained eight weeks after the intervention ends — related