Improving Writing Skills of Students in Turkey: a Meta-analysis of Writing Interventions

2021 ◽  
Author(s):  
Steve Graham ◽  
Omer Faruk Tavsanli ◽  
Abdullah Kaldirim
Keyword(s):  
Meta Analysis ◽  
Writing Skills ◽  
Writing Interventions ◽  
Improving Writing

scholarly journals Improving writing skills through technology-based instruction: A meta-analysis

2018 ◽  
Vol 6 (2) ◽  
pp. 183-201 ◽  
Author(s):  
Callie W. Little ◽  
Jacourie C. Clark ◽  
Novell E. Tani ◽  
Carol McDonald Connor
Keyword(s):  
Meta Analysis ◽  
Writing Skills ◽  
Improving Writing ◽  
Based Instruction

scholarly journals Context and Implications Document for: Improving writing skills through technology-based instruction: a meta-analysis

2018 ◽  
Vol 6 (2) ◽  
pp. 202-204
Author(s):  
Callie W. Little ◽  
Jacourie C. Clark ◽  
Novell E. Tani ◽  
Carol McDonald Connor
Keyword(s):  
Meta Analysis ◽  
Writing Skills ◽  
Improving Writing ◽  
Based Instruction

scholarly journals A sentence-combining intervention for struggling writers: response to intervention

2021 ◽  
Author(s):  
Kirsty Walter ◽  
Julie Dockrell ◽  
Vince Connelly
Keyword(s):  
Oral Language ◽  
Reading Skills ◽  
Writing Skills ◽  
Waiting List ◽  
Struggling Writers ◽  
Writing Interventions ◽  
Sentence Combining ◽  
Spelling Intervention ◽  
Post Test ◽  
Business As Usual

AbstractChildren who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These difficulties are reflected in their writing and may influence their responsiveness to writing interventions. The effectiveness of a targeted sentence-combining intervention to improve the writing skills of 71 struggling writers, aged 7 to 10 years, was compared with a spelling intervention and a business as usual (waiting list) control condition. Some struggling writers also performed poorly on measures of reading and oral language. Children's performance on a range of writing measures were assessed at baseline (t1), immediate post-test (t2) and delayed post-test (t3). Children receiving the sentence-combining intervention showed significant improvements in the sentence combining measure at t2 and t3 compared to both the spelling intervention and waiting list controls. Exploratory regression analyses found that children in the sentence-combining intervention, with a low t1 sentence combining score, low reading skills or better t1 spelling skills, were more likely to show improvements at t2. Findings indicate that when devising interventions for struggling writers, specific profiles of skills should be considered. Specifically, sentence combining may be more appropriate for SWs whose primary area of difficulty is reading, rather than poor spelling or oral language.

Level and Trend of Writing Sequences: A Review and Meta-Analysis of Writing Interventions for Students With Disabilities

2019 ◽  
Vol 86 (2) ◽  
pp. 174-192
Author(s):  
Shawn M. Datchuk ◽  
Kyle Wagner ◽  
Bridget O. Hier
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Meta Analysis ◽  
Strategy Development ◽  
Writing Difficulties ◽  
Gradual Improvement ◽  
Information Theoretic ◽  
Writing Interventions ◽  
Disability Status ◽  
Competing Models

We examined effects of intervention on the level and trend of text-writing sequences of students with disabilities and writing difficulties, in addition to potential moderating effects related to student demographics (i.e., disability status, age, gender, and race) and writing task (i.e., sentence, essay, and narrative). We reviewed 18 single-case experimental design studies with a total of 96 students and subsequently meta-analyzed 15 of these studies with a total of 79 students using mixed-effects linear regression and an information-theoretic ranking of competing models. Results indicate that writing interventions, including direct instruction and self-regulated strategy development, produced gradual improvement in the trend of correct writing sequences per minute. Older students produced higher levels of writing sequences, but younger students showed steeper trends during intervention. Furthermore, students had higher levels of writing fluency on sentence-writing tasks than on discourse-writing tasks (narratives and essays).

The effectiveness of integrating technology in EFL/ESL writing: a meta-analysis

2020 ◽  
Vol 17 (4) ◽  
pp. 435-454
Author(s):  
Baleigh Qassem Al-Wasy
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Effect Size ◽  
Educational Level ◽  
Meta Analysis ◽  
Writing Skills ◽  
Content Type ◽  
Integrating Technology ◽  
Language Writing ◽  
Language Context

Purpose This paper aims to highlight a research on integrating technology into teaching and learning of second/foreign language writing. Design/methodology/approach In total, 18 empirical studies, involving a total of 1,281 second and foreign language learners, have been reviewed. These studies are selected from the following two databases: Web of Science and Google Scholar. The meta-analysis investigates how effect sizes vary depending on these moderators as follows: stage of writing, language context, learners’ educational level and language proficiency level. Findings The findings of this meta-analysis have indicated that technology has a large effect on second/foreign language writing (d = 1.7217). These findings have also revealed that the two stages of writing, drafting and editing, have received most of the researchers’ concern. In addition, high school and university learners have achieved a larger effect size of using technology in writing learning; beginner learners have achieved the smallest effect size. Originality/value To sum, the previous meta-analyses and reviews tried to explore the effect of computer on writing skills. However, some of them were limited to special groups (Williams and Beam, 2019) and some others analyzed very few studies (Little et al., 2018). Therefore, a comprehensive analysis of the effect of implementing technology in writing skills is needed. The purpose of this study is to perform a meta-analysis of the primary studies about the integration of technology into writing skills. The primary goals of this meta-analysis were to: examine the overall effects of implementing technology in writing; synthesize the relationship between technology and a number of moderators such as stages of writing, language context, learners’ target language proficiency and learners’ educational level (school and university).

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