Does Transcription Instruction Make Writing Interventions More Effective? A Preliminary Meta-Analysis

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Positioning Teachers for Innovations in Literacy Learning (Table 34)

Abstract

Writing’s importance to overall success necessitates intervention implementation for students with writing difficulties. This meta-analysis determines the extent to which transcription instruction contributes to the effects of multi-component writing intervention for K-12 students. A total of 71 studies with 164 effect sizes met the inclusion criteria. The aggregated writing effects (Hedges’ g) were calculated using the Correlated and Hierarchical Effects model. We found consistent moderate to strong effects on writing quantity and quality. Results also showed that multi-component writing intervention, either with or without a transcription component, yielded stronger writing effects than transcription intervention alone. Findings support the theoretical and practical importance of multi-component writing intervention to writing performance and encourage its implementation, even for young and/or struggling writers.

Authors

• Yue Guo, University of British Columbia

• Sterett Mercer, University of British Columbia

• Bonita Squires, University of British Columbia