Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Reading and Writing Pub Date : 2024-04-01 DOI:10.1007/s11145-024-10527-6

Emma Shanahan, Emily Reno, Brennan W. Chandler, Christina Novelli, Jechun An, Seohyeon Choi, Kristen L. McMaster

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Abstract

Although writing instruction can positively impact reading for students across grades and levels of literacy, the extent to which these findings generalize to young students with literacy difficulties is unclear due to the dynamic nature of reading-writing relations. The purpose of this meta-analysis was to examine the effects of writing instruction on the reading outcomes of students in grades pre-K–5 who have reading, writing, or co-occurring reading and writing difficulties. Across 19 studies and 72 effects, writing instruction had a positive effect on reading outcomes in English (g = 0.27, 95% CI [0.13, 0.41], p < .01). Descriptively different subset effects for higher-intensity instruction (small student group, greater total hours) could not be reliably estimated. Effects were moderated by the focus of instruction, with transcription instruction associated with larger effects. Percentage of instructional time spent writing and type of comparison condition (reading treatment or control) did not moderate effects. Implications for the design of early writing interventions are discussed.

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写作教学对学前班至五年级读写困难学生阅读成果的影响：一项元分析

虽然写作教学可以对不同年级和不同读写水平的学生的阅读产生积极影响，但由于读写关系的动态性质，这些研究结果在多大程度上适用于有读写困难的青少年学生尚不清楚。本荟萃分析旨在研究写作教学对有阅读、写作或同时存在阅读和写作困难的学前班至五年级学生阅读成果的影响。在 19 项研究和 72 个效应中，写作教学对英语阅读结果有积极影响（g = 0.27，95% CI [0.13，0.41]，p < .01）。对于高强度教学（小规模学生群体、更多总课时）的描述性不同子集效应，无法做出可靠的估计。教学重点对效果有调节作用，誊写教学的效果更大。用于写作的教学时间百分比和对比条件类型（阅读处理或对照）并不能调节效果。本文讨论了早期写作干预设计的意义。

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来源期刊

Reading and Writing Multiple-

CiteScore

5.20

自引率

16.00%

发文量

期刊介绍： Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.