Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing
Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing
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DOI：
10.3102/0034654317746927
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发表时间：
2018-04-01
影响因子：
11.2
通讯作者：
Talukdar, Joy
中科院分区：
文献类型：
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作者：
Graham, Steve;Liu, Xinghua;Talukdar, Joy
这项荟萃分析考察了阅读干预是否能提高学生的写作表现。在研究中（k = 54个实验，5,018名学生），学生被教导如何阅读；在研究中（k = 36个调查，3,060名学生），学生通过阅读或观察他人阅读来增加与单词或文本的互动。本综述中包含的研究包括用英语写的真实或准实验（带有预测试），这些实验测试了阅读干预对学龄前至12年级学生写作表现的影响。如果对照条件是写作干预，实验组学生接受写作指导作为阅读干预的一部分（除非对照组学生接受同等的写作指导），对照组学生接受阅读干预（除非实验组学生比对照组接受更多的阅读指导），研究损耗率超过20%，在任何实验条件下纳入的学生少于10人，则不纳入研究。学生们在一所专为残疾学生开设的特殊学校上学。正如预测的那样，阅读教学加强了写作，对写作的总体测量（效应量[ES] = 0.57）和写作质量（ES = 0.63）、写的单词（ES = 0.37）或拼写（ES = 0.56）产生了统计学上显著的影响。阅读教学对写作的影响在一段时间内保持不变（ES = 0.37）。让学生阅读文本或观察他人与文本的互动也提高了写作表现，对写作的总体衡量（ES = 0.35）和写作质量的具体衡量（ES = 0.44）或拼写（ES = 0.28）产生了统计上显著的影响。这些研究结果支持阅读干预可以提高学生的写作表现。
This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies included in this review involved true- or quasi-experiments (with pretests) written in English that tested the impact of a reading intervention on the writing performance of students in preschool to Grade 12. Studies were not included if the control condition was a writing intervention, treatment students received writing instruction as part of the reading intervention (unless control students received equivalent writing instruction), control students received a reading intervention (unless treatment students received more reading instruction than controls), study attrition exceeded 20%, less than 10 students were included in any experimental condition, and students attended a special school for students with disabilities. As predicted, teaching reading strengthened writing, resulting in statistically significant effects for an overall measure of writing (effect size [ES] = 0.57) and specific measures of writing quality (ES = 0.63), words written (ES = 0.37), or spelling (ES = 0.56). The impact of teaching reading on writing was maintained over time (ES = 0.37). Having students read text or observe others interact with text also enhanced writing performance, producing a statistically significant impact on an overall measure of writing (ES = 0.35) and specific measures of writing quality (ES = 0.44) or spelling (ES = 0.28). These findings provide support that reading interventions can enhance students' writing performance.