A Meta-Analysis of Writing Treatments for Students in Grades 6-12

Autor/inn/en	Graham, Steve; Kim, Young-Suk; Cao, Yucheng; Lee, Will; Tate, Tamara; Collins, Penelope; Cho, Minkyung; Moon, Youngsun; Chung, Huy Quoc; Olson, Carol Booth
Titel	A Meta-Analysis of Writing Treatments for Students in Grades 6-12
Quelle	In: Journal of Educational Psychology, 115 (2023) 7, S.1004-1027 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Steve) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000819
Schlagwörter	Meta Analysis; Writing Instruction; Intervention; Secondary School Students; Writing Achievement; Reading Achievement; Effect Size; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Schreibunterricht; Sekundarschüler; Leseleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing. In this meta-analysis, we examined if teaching writing improved the writing and reading of students in Grades 6-12, and what specific writing treatments enhanced students' writing. Our review included writing treatments tested using an experimental or quasi-experimental design (with pretests) and published and unpublished studies, and computed effect sizes (ESs) for all writing and reading outcomes assessed. Across 406 independent comparisons, yielding 3,514 ESs involving 52,529 students, teaching writing had a positive and statistically detectable impact on students' writing (ES = 0.47) and reading (ES = 0.22). Moreover, a variety of different writing treatments improved students' performance on writing measures. Across all writing outcomes, statistically detectable effects (presented in parentheses) were obtained for comprehensive writing programs (0.47; which included the process approach to writing), strategy instruction (0.76), digital writing tools (0.31), transcription instruction (0.71), computer-assisted instruction (0.32), teaching critical/creative thinking skills for writing (0.27), emulating good models of writing (0.46), feedback (0.34), goal setting (0.44), prewriting activities (0.49), grammar instruction (0.77), sentence instruction (0.73), inquiry (0.92), observing writers/readers, peer assistance (0.41), summarization instruction (0.49), and text structure instruction (0.39). Implications for practice, research, and theory are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01