Does transcription instruction make writing interventions more effective? : a meta-analysis
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Guo, Yue
issued: 2022-12-08T22:50:27Z
issued: 2022
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Despite the importance of multi-component writing intervention and transcription intervention to writing performance, the systematic effects of these interventions and how transcription instruction contributes to such effects are unclear. I conducted a comprehensive meta-analysis including group experimental writing intervention studies for K-12 students to determine the overall writing quantity and quality effects and the extent to which the transcription intervention contributes to such effects. A total of 71 studies with 164 effect sizes (54 effect sizes for writing quantity outcomes and 110 effect sizes for writing quality outcomes) met the inclusion criteria. The mean effect sizes (Hedges’ g) for the outcomes of writing quantity and quality were calculated separately under the Correlated and Hierarchical Effects model. Overall, the mean effect sizes were moderate to strong for both measures, with 0.57 for writing quantity and 0.71 for writing quality. These moderate to strong writing effects were consistent, regardless of students’ grade level or academic skills. For both measures, transcription intervention generated the smallest aggregated effect size, followed by multi-component writing intervention with a transcription component, and the multi-component writing intervention without a transcription component yielded the strongest aggregated effect size. These findings indicate that, even for young and/or struggling writers, multi-component writing intervention is promising, and transcription intervention only is insufficient to improve writing performance. Also, multi-component writing intervention was more effective when the instruction of transcription skills was targeted simultaneously in certain situations, such as when the intervention study explicitly taught both transcription skills and other writing skills. However, the ability to conclude the optimal combination of instruction on these writing skills for subgroups of students is limited; future stud…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/83379
note: DOES TRANSCRIPTION INSTRUCTION MAKE WRITING INTERVENTIONS MORE EFFECTIVE? A META-ANALYSIS by YUE GUO B.A., Beijing Normal University, 2012 M.A., Beijing Normal University, 2014 M.Ed., McGill University, 2019 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Special Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2022 © Yue Guo, 2022 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the thesis entitled: Does Transcription Instruction Make Writing Interventions More Effective? A Meta-analysis submitted by Yue Guo in partial fulfilment of the requirements for the degree of Master of Arts in Special Education Examining Committee: Dr. Sterett H. Mercer, Professor, Department of Educational and Counselling Psychology, and Special Education, UBC Supervisor Dr. Joanna E. Cannon, Professor, Department of Educational and Counselling Psychology, and Special Education, UBC Supervisory Committee Member Dr. Edward Kroc, Assistant Professor, Department of Educational and Counselling Psychology, and Special Education, UBC Supervisory Committee Member iii Abstract Despite the importance of multi-component writing intervention and transcription intervention to writing performance, the systematic effects of these interventions and how transcription instruction contributes to such effects are unclear. I conducted a comprehensive meta-analysis including group experimental writing intervention studies for K-12 students to determine the overall writing quantity and quality effects and the extent to which the transcription intervention contributes to such effects. A total of 71 studies with 164 effect sizes (54 effect sizes for writing quantity outcomes and 110 effect sizes for writing quality outcomes) met the inclusion criteria. The mean effect sizes (Hedges’ g) for the outcomes of wr…
has type: Thesis/Dissertation
date issued: 2023-05
is shown at: 10.14288/1.0422472
language: eng
degree discipline: Special Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Mercer, Sterett H.
type: Text
identifier URI: http://hdl.handle.net/2429/83379