Science Writing Interventions and Student Achievement: A Systematic Review and Meta-Analysis

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: Supporting Sensemaking in Science Teaching and Learning

Abstract

This meta-analysis synthesizes 10 experimental studies (N = 3,255) to examine the effects of science writing interventions on K–12 students’ science and writing achievement. Grounded in cognitive and sociolinguistic frameworks, the study explores writing genre, grade level, and outcome domain as moderators. Robust variance estimation revealed a significant overall effect (g = 0.726), with explanatory writing yielding stronger outcomes than argumentative writing. Moderator analysis showed limited but suggestive genre-based variation. Findings support writing-to-learn as a promising instructional strategy in science education and underscore the importance of genre-sensitive scaffolding. Implications are discussed for equitable, literacy-integrated science instruction.

Authors

• Hanyue Sha, University of Texas at Austin

• Doris Luft Baker, University of Texas at Austin

• Chi Ma, University of Texas at Austin

• Peng Peng, University of Texas at Austin