The Effect of Intertextual Reading Model Integrated with 6+1 Analytical Writing Model on Writing Skills of Gifted Students
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: The aim of this study is to reveal the effect of intertextual reading model, which is integrated with 6+1 Analytical Writing and Evaluation Model [AWEM] on the writing skills of gifted fourth grade students. The research was carried out according to four-group semi-experimental design of quantitative research methods. The study group consisted of 28 gifted fourth-grade students. The experimental process of the study lasted 7 weeks in accordance with the sub-dimensions of the 6+1 AWEM. The data of the study were collected via the 6+1 AWEM Rubric and then analyzed by dependent and independent samples t-tests. In the study, it was found that 6+1 AWEM, which is integrated with intertextual reading, positively affects the writing skills of gifted fourth grade students. Moreover, no pre-test effect was found on their writing achievements. The findings concerning the sub-dimensions of the 6+1 AWEM Model indicated that the experimental and control groups did not differ significantly in the dimensions of ideas, word choice, and conventions (spelling and punctuation). However, statistically significant differences were found between the groups in the dimensions of organization, voice, sentence fluency, and presentation. Another conclusion drawn from the study is that experimental activities incorporating intertextuality and the 6+1 AWEM Model have a positive effect on the retention of writing proficiency among gifted fourth-grade students.
Source: Educational Academic Research
Authors: Abdulkadir Sağlam, Bilge Gök
Institutions: Hakkari University, Hacettepe University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7213773756