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Guo, Yue

University of British Columbia

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 studies would benefit from evaluating how the combination of writing skills can maximally contribute to improved writing performance for specific subgroups. Additionally, more intervention studies are needed, especially intervention studies related to multi-component writing intervention with a transcription component and intervention studies for students at secondary grade levels.

Text

2022-12-08

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/83379

Special Education

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/