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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1 small
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The Tekster intervention produced a statistically significant improvement in students' writing quality, with an overall effect size of ES = 0.32 across all students, teachers, and tasks. → Bouwer 2018 q3 i? The intervention effect replicated in both groups of the switching replication design, indicating internal validity. → Bouwer 2018 (2)

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 analysis of writing quality ratings from 1,420 students in 60 classrooms in a switching replication design. The group × measurement occasion interaction was significant, χ²(1) = 24.98, p < .001; the printed effect size for the intervention was ES = 0.32, which the authors call "a conservative estimate of the actual effect."

"The overall ES (i.e., across all students, teachers, and tasks; based on the mean number of student-completed lessons) was 0.32."

Bouwer 2018 (2)¶

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

Model comparison removing the restriction that the intervention effect was equal across groups found no difference, χ²(1) = 0.12, p = .73, supporting internal validity of the switching replication design.

"The effect of the intervention on differences in scores appeared to be the same for students in Group 1 and 2—Model 6 vs. Model 5, /H92732(1) /H110050.12, p /H11005.73."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• The intervention effect increases with the number of Tekster lessons students complete — related
• The effect of Tekster does not depend on students' initial writing proficiency — related
• The effect of Tekster does not depend on student gender — related
• The effect of Tekster differs by grade level, with slightly smaller gains in Grade 6 than in Grades 4 and 5 — related
• Writing quality gains from Tekster are maintained eight weeks after the intervention ends — related
• GBSRI significantly improved Thai undergraduates' overall English paragraph writing scores after eight weeks — related