Writing quality gains from Tekster are maintained eight weeks after the intervention ends¶

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? For Group 1 students, scores at the delayed posttest (M3) remained significantly higher than at pretest (M1) and did not differ significantly from the immediate posttest (M2). → 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

Specific contrast analysis of Group 1 students, who completed Tekster in the first 8-week phase and were retested at M3 as a delayed posttest. Scores stayed significantly above pretest and showed no significant decline from posttest; no effect size is printed for this contrast.

"There was a statistically significant increase in students’ scores between M1 and M3, /H92732(1) /H1100523.14, p /H11021.001, but the difference between M2 and M3 was not statistically significant, /H92732(1) /H110052.06, p /H11005.15."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• The effect of Tekster differs by grade level, with slightly smaller gains in Grade 6 than in Grades 4 and 5 — 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
• The effect of Tekster does not depend on students' initial writing proficiency — related
• Vocabulary knowledge gained from eight encounters persisted over two weeks, with no significant immediate-to-delayed test differences — related