Teaching Secondary Students to Write Effectively

Endnotes 

(continued)

Endnotes 

(continued)

100  For multiple comparison adjustments and 

cluster corrections, see the WWC Procedures 

and Standards Handbook, Version 3.0 at 

http://ies.ed.gov/ncee/wwc/Docs/referen-

ceresources/wwc_procedures_v3_0_stan-

dards_handbook.pdf.

101  If a study has both immediate posttest 

outcomes and follow-up outcomes (admin-

istered after the immediate posttest) that 

meet WWC group design standards, the 

effects on immediate posttest outcomes 

appear in the appendix tables and follow-up 

outcomes are presented in the notes of the 

appendix tables. If a study does not have 

immediate posttest outcomes that meet 

WWC group design standards, but does 

have follow-up outcomes that meet WWC 

group design standards, then the follow-up 

outcomes are listed in the appendix tables, 

because they are the outcomes closest to 

the end of the intervention that meet WWC 

group design standards. In these studies, the 

follow-up outcomes contribute to the level 

of evidence.

102  Stevens (2003) found an effect size of 0.33 

(not statistically significant) on a measure 

of reading vocabulary and an effect size 

of 0.25 (not statistically significant) on a 

measure of reading comprehension.

103  Kim et al. (2011) found an effect size of 

0.05 (not statistically significant) on a mea-

sure of reading achievement. 

104  Lesaux et al. (2014) fond an average effect 

size of 0.17 (not statistically significant) on 

five measures in the reading comprehen-

sion domain and an average effect size of 

0.22 (not statistically significant) on two 

measures in the morphological awareness 

domain. 

105  Throughout this appendix, all endnote cita-

tions refer to the study contrast reported in 

the tables, unless otherwise noted. 

106  Festas et al. (2015); Fitzgerald and