Search

The current best evidence meta-analysis reanalyzed the data from a meta-analysis by Graham et al. (J Educ Psychol 115:1004–1027, 2023). This meta-analysis and the prior one examined if teaching writing improved the writing of students in Grades 6 to 12, examining effects from writing intervention studies employing experimental and quasi-experimental designs (with pretests). In contrast to the prior meta-analysis, we eliminated all N of 1 treatment/control comparisons, studies with an attrition rate over 20%, studies that did not control for teacher effects, and studies that did not contain at least one reliable writing measure (0.70 or greater). Any writing outcome that was not reliable was also eliminated. Across 148 independent treatment/control comparisons, yielding 1,076 writing effect sizes (ESs) involving 22,838 students, teaching writing resulted in a positive and statistically detectable impact on students’ writing (ES = 0.38). Further, six of the 10 writing treatments tested in four or more independent comparisons improved students’ performance. This included the process approach to writing (0.75), strategy instruction (0.59), transcription instruction (0.54), feedback (0.30), pre-writing activities (0.32), and peer assistance (0.59). In addition, the Self-Regulated Strategy Development model for teaching writing strategies yielded a statistically significant ES of 0.84, whereas other approaches to teaching writing strategies resulted in a statistically significant ES of 0.51. The findings from this meta-analysis and the Graham et al. (2023) review which included studies that were methodologically weaker were compared. Implications for practice, research, and theory are presented.

There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing. In this meta-analysis, we examined if teaching writing improved the writing and reading of students in Grades 6-12, and what specific writing treatments enhanced students' writing. Our review included writing treatments tested using an experimental or quasi-experimental design (with pretests) and published and unpublished studies, and computed effect sizes (ESs) for all writing and reading outcomes assessed. Across 406 independent comparisons, yielding 3,514 ESs involving 52,529 students, teaching writing had a positive and statistically detectable impact on students' writing (ES = 0.47) and reading (ES = 0.22). Moreover, a variety of different writing treatments improved students' performance on writing measures. Across all writing outcomes, statistically detectable effects (presented in parentheses) were obtained for comprehensive writing programs (0.47; which included the process approach to writing), strategy instruction (0.76), digital writing tools (0.31), transcription instruction (0.71), computer-assisted instruction (0.32), teaching critical/creative thinking skills for writing (0.27), emulating good models of writing (0.46), feedback (0.34), goal setting (0.44), prewriting activities (0.49), grammar instruction (0.77), sentence instruction (0.73), inquiry (0.92), observing writers/readers, peer assistance (0.41), summarization instruction (0.49), and text structure instruction (0.39). Implications for practice, research, and theory are discussed.

In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 136 studies (N = 107,882 participants) met the inclusion criteria, of which 108 studies were included for meta-analysis and the other 28 studies were narratively synthesized. The average zero-order (r = 0.12) and partial correlations (r[subscript p] = 0.04) were statistically significant but weak in magnitude. The relation was slightly weaker in upper than in lower grade levels, and stronger for observations capturing macro quality and instructional dimension than those capturing micro measurement and emotional or structural dimension, respectively. The relation did not vary by observation duration, frequency, adopted statistical approach, or type of covariates. Taken together with the narrative synthesis, the results highlight the complex nature of classroom observation and a need for more classroom research, particularly on higher grade levels. [For corresponding grantee submission, see ED624703.]

This study examined the extent of perspective taking and language features represented in secondary students’ text-based analytical writing. We investigated (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students’ English learner status is related to perspectives represented in their writing; and (3) whether the relation between perspective taking and writing quality differs by the level of language features (e.g., syntactic diversity, appropriate word usage, and tone). Secondary students’ text-based analytical essays (N= 195, Grades 7–12) were coded for perspective taking and language features and analyzed using multiple regression. There was a higher frequency of own-side perspectives than dual perspectives. Dual perspective was related to writing quality after accounting for student demographics and grade levels. However, the relation was no longer statistically significant when language features were accounted for. English learners exhibited significantly less own-side perspectives compared to their English-only counterparts, but there was no difference in dual perspectives, which might be due to overall low frequency of dual perspectives represented in students’ text-based analytical writing. The findings suggest the roles of both perspective taking and language features in quality writing.

PurposeChildren's ability to adjust one's language according to discourse context is important for success in academic settings. This study examined whether second graders vary in linguistic and discourse features depending on discourse contexts, that is, when describing pictures in contextualized (describing the picture to an examiner while looking at it together) and decontextualized (pretending to describe the picture to a friend while sitting in front of the examiner) conditions.MethodA total of 330 English-speaking second graders in the United States (M age = 7.33 years; 53% boys; 55% Caucasian children, 35% African American children) described three pictures in contextualized and decontextualized conditions. Children's picture descriptions were transcribed verbatim and coded for linguistic (e.g., elaborated noun phrase) and discourse (e.g., proper character introduction, degree of decontextualization) features.ResultsType-token ratio was higher in the contextualized condition than in the decontextualized condition, whereas certain types of elaborated noun phrases (e.g., simple descriptive noun phrase, noun phrase with postmodification), coordinating conjunctions, and nonclauses occurred more frequently in the decontextualized condition, controlling for total productivity and student demographics. The proportion of proper character introduction was higher in the decontextualized condition, whereas higher degrees of decontextualization and complex perspective-taking were found in the contextualized condition.ConclusionVarious linguistic and discourse cues illustrated the extent to which primary grade students employ their discourse knowledge when producing oral language.

In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 136 studies (N = 107,882 participants) met the inclusion criteria, of which 108 studies were included for meta-analysis and the other 28 studies were narratively synthesized. The average zero-order (r =.12) and partial correlations (rp =.04) were statistically significant but weak in magnitude. The relation was slightly weaker in upper than in lower grade levels, and stronger for observations capturing macro quality and instructional dimension than those capturing micro measurement and emotional or structural dimension, respectively. The relation did not vary by observation duration, frequency, adopted statistical approach, or type of covariates. Taken together with the narrative synthesis, the results highlight the complex nature of classroom observation and a need for more classroom research, particularly on higher grade levels.

Conventional biochemical methods for studying cellular signaling cascades have relied on destructive cell disruption. In contrast, the live cell imaging of fluorescent-tagged transfected proteins offers a non-invasive approach to understanding signal transduction events. One strategy involves monitoring the phosphorylation-dependent shuttling of a fluorescent-labeled kinase between the nucleus and cytoplasm using nuclear localization, export signals, or both. In this paper, we introduce a simple method to visualize intracellular signal transduction in live cells by exploring the translocation properties of PKC from the cytoplasm to the membrane. We fused bait protein to PKC, allowing the bait (RFP-labeled) and target (GFP-labeled) proteins to co-translocate from the cytoplasm to the membrane. However, in non-interacting protein pairs, only the bait protein was translocated to the plasma membrane. To verify our approach, we examined the Raf–MEK–ERK signaling cascade (ERK pathway). We successfully visualized direct Raf1/MEK2 interaction and the KSR1-containing ternary complex (Raf1/MEK2/KSR1). However, the interaction between MEK and ERK was dependent on the presence of the KSR1 scaffold protein under our experimental conditions. [ABSTRACT FROM AUTHOR]

Examining the dimensionality of oral discourse language skills in early childhood is crucial in informing theories of language and literacy development. This study examined the factor structure of linguistic and discourse features in oral text production for second graders. A total of 330 English-speaking second graders (M age = 7.33, 53% boys, 55% White) described three pictures in two discourse conditions. Children's picture descriptions were transcribed verbatim and coded for a total of nine linguistic (e.g. elaborated noun phrase, clausal density) and discourse features (e.g. proper character introduction, perspective taking). Results from confirmatory factor analysis showed that a two-factor structure consisting of linguistic and discourse features factors provided the best fit to the data. Findings suggested that various linguistic and discourse features in oral text production can be best described as having two related but distinct factors. [ABSTRACT FROM AUTHOR]

In this study, the case of Pohang Steelworks, a national infrastructure leading the Korean steel industry, was analyzed. Pohang Works, which is a national infrastructure and a national core technology, requires continuous operation, so a risk assessment is required. The survey involved the participation of 30 safety experts from Pohang Works, and additional interviews were conducted to improve the understanding of the survey results. As a result of the qualitative evaluation, the value of the identified risk was obtained, and the value was variable in probability and damage impact. In addition to being prioritized in order of highest risk, they are also placed according to the size of the risk. As a result, the necessary structural and non-structural treatments were proposed for a total of four hazards. Due to the nature of the qualitative evaluation conducted by internal experts, we were able to confirm that internal experts tend to be very aware of and respond to the risks they often face. It is expected that the objectivity of risk assessment results can be increased by adding quantitative methods in future studies. In addition, it is meaningful in that it practically suggests a treatment that focuses on risk management. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to determine the clinical advantage of spindle-view intracytoplasmic sperm injection (SVICSI; a novel technology) over conventional intracytoplasmic sperm injection (cICSI) in patients with poor ovarian response (POR) and previous implantation failure., Methods: The study included 37 patients who underwent SVICSI followed by fresh embryo transfer (FET) at a single fertility clinic from January to December 2022, 58 patients who underwent cICSI followed by FET at the same fertility clinic from January to December 2021 as a control group. All study participants met the Bologna criteria for POR and had at least three or more previous failed embryo transfers., Results: The number of blastocyst transfers was significantly higher in the SVICSI group than in the cICSI group. A good-quality cleavage embryo rate, blastocyst rate, and good-quality blastocyst rate were also significantly higher in the SVICSI group than in the cICSI group. There were no significant differences in the rates of fertilization, implantation, clinical pregnancy, or clinical abortion between the two groups., Conclusion: In patients with POR, those who underwent SVICSI appeared to have better embryos than those who underwent cICSI. However, whether SVICSI improved clinical outcomes such as implantation and pregnancy rates cannot be proven.