Kindergarten treatment status was negatively related to third-grade expository writing quality¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Treatment status in the kindergarten reading intervention was negatively related to expository writing quality (β = −.23, p = .009) after accounting for other predictors. → Kim Young-Suk 2015

Evidence¶

Kim Young-Suk 2015¶

Kim Young-Suk, Al Otaiba Stephanie, Wanzek Jeanne. (2015). Kindergarten Predictors of Third Grade Writing. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2014.11.009

q3 · i? · associational · r2

Secondary finding from the expository SEM in the longitudinal subsample (N = 157) of a larger cluster randomized reading intervention study. The quote reports the negative treatment path; no effect size beyond β was printed.

"An exception was treatment status such that it was negatively related to expository writing quality after accounting for the other predictors in the models (β = −.23, p = .009)."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Kindergarten lexical literacy (word reading and spelling) predicts third-grade writing quality in both narrative and expository genres — related
• Kindergarten oral language does not uniquely predict third-grade expository writing quality — reports the opposite
• Kindergarten attention is not uniquely predictive of third-grade writing quality in either genre — related
• Kindergarten letter writing automaticity is not uniquely predictive of third-grade writing quality — related