A Meta-Analysis of the Effects of Writing and Writing Instruction on Reading – Pubrica

A M et a -An a l y s i s o f the E ff e c t s o f Wr i t i n g a nd Wr i t i n g I n s t r u c t i o n An Academic presentation by on Dr. Nancy Agnes, Head, Technical Operations, Pubrica Group: www.pubrica.com Email: Reading sales@pubrica.com

TODAY'S DISCUSSION In brief

Introductio n According to the functional view of reading-writing connections Method Study Inclusion and Exclusion Criteria Search Strategies Used to Locate Studies Study Feature Coding Statistical Analysis of Effect Sizes Future Research Concluding Comments About Pubrica

IN BRIEF Students' success in and out of school is dependent on their ability to read, and writing is one way to help beginners improve their present reading skills.

Graham and Herbert evidence in this metaanalysis of accurate and quasi-experiments that are Writing on what students have read enhances their understanding of it; teaching students how to write helps their what they have read, Thesecomprehension findings backofup long-held assumptions fluency, about and word reading, Writing increasing the amount writing Meta-Analysis Services ability toofhelp people students read do strengthen their reading comprehension. more effectively.

INTRODUCTI ON Reading is one of the most critical abilities for kids to learn to succeed in school, work, and life.

Students' ability to read and critically evaluate the information offered in textbooks and other school materials is crucial and to their educational progress.

Most white-collar blue-collar industries require high reading abilities, and forecasts estimate that the share of new employment requiring strong Contd.. reading . skills will rise.

Reading is ingrained in the fabric of twenty-first-century existence, as e-mailing, blogging, texting, Facebook, and other kinds of written communication have become language commonplace.

Written pervades everyday life, from publicly visible advertisements on billboards and the sides of buses to information on daily necessities like food cans prescription bottles.

As a and result, Meta-Analysis Experts training will likely increase pupils' reading abilities.

Three theoretical viewpoints are especially useful in comprehending the potential influence of writing on reading.

ACCORDING TO THE FUNCTIONAL VIEW OF READING-WRITING It encourages explicitness by requiring the writer to choose CONNECTIONS whatever information in the text is most significant.

It is integrative in that it pushes the writer to arrange textual ideas into a cohesive whole, creating clear linkages between It makes them. it simpler to analyse, revisit, connect, critique, and develop new understandings of text ideas since writing is Contd... permanent.

Meta-analysis is a technique for summarising the direction and amount of effects found in a collection of empirical investigations looking at the same underlying The Carnegie Corporation of New York financed the phenomenon.

Writing a Meta-Analysis Paper detailed in this article, and the evidence utilised to answer each question came from either A writing treatment (e.g., writing a summary of text genuine read) is or quasi-experiments. contrasted to a control condition (e.g., reading and rereading text) in both types of trials to see how it affects reading.

METHOD STUDY INCLUSION AND EXCLUSION CRITERIA Studies had to meet the following six criteria to be included in this review: Included at least one reading measure that assessed the writing treatment or condition; quasi-experimental studies were required to provide a similar pretest reading measure because students were not in grades 1–12 who are Students involved randomly allocated to needs.

It was released in English and Included all of the data needed to calculate weighted effect size (or statistics were obtained from the authors)

SEARCH STRATEGIES USED TO LOCATE STUDIES To identify 260 computerised searches in four databases to find potential studies for this review: ERIC, PsychINFO, Education Abstracts, and ProQuest Both of us read each item found in these searches (including Dissertation Abstracts International). (more than fourteen thousand).

Received an object if its abstract or title was promising (agreement between us was 99.2 %, with disagreements resolved by Graham).

STUDY FEATURE CODING

Research characteristics, quality markers, and variables needed to determine effect sizes were all entered for eachtype study.

Grade, student (e.g., struggling writers, English language learners, etc.), number of participants, location, treatment length, participant training, treatment description, control condition description, subject, genre, outcome measures, publication type, and research design were among the study

STATISTICAL ANALYSIS OF EFFECT SIZES A weighted random-effects model was used in our meta-analysis.

We derived an average weighted ES for each of the three study topics (weighted to take into account sample size by multiplying each ES by its inverse variance).

FUTURE RESEARCH This review looks at and summarises the findings of past experimental and quasi-experimental studies on the influence of Clinical Meta-Analysis Experts While a substantial body of study and writing training on students' reading (ninety-five abilities. investigations) has developed throughout time, the research foundation includes several flaws and One drawback is the poor quality of the deficiencies. research offered, and there is an opportunity for improvement.

CONCLUDING COMMENTS

The sound effects of writing about what you've read, writing training, and more time spent writing are all mentioned in this review.

While writing and writing instruction should not be used in place of reading instruction, the writing treatments we look at here give teachers more options to help children improve It's crucial to note that putting research-based therapies in skills. their reading place, such as the ones examined here, is a timeconsuming and challenging undertaking.

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