Table 1
SCNA of experimental and control group.
| Before Intervention | After Intervention | Follow-up | |
|---|---|---|---|
| Experimental | 1.44 | 2.33* | 2.22* |
| Control | 1.56 | 2.11 | 2.33 |
[i] * significantly different (p < 0.05) from before intervention.
Graph 1
SCNA of experimental and control group.
Table 2
SCNA of participants in the experimental group.
| Case | Before Intervention | After Intervention | Follow-up |
|---|---|---|---|
| 1 | 3 | 4> | 4> |
| 2 | 3 | 5> | 5> |
| 3 | 3 | 4> | 4> |
| 4 | 3 | 4> | 4> |
| 5 | 4 | 4= | 4= |
| 6 | 5 | 4< | 4< |
| 7 | 4 | 5> | 4.5> |
| 8 | 4 | 4= | 4= |
| 9 | 2 | 4.5> | 4.5> |
[i] =: equal to before the intervention.
>: higher than before the intervention.
<: lower than before the intervention.
Graph 2
SCNA of participants in the experimental group.
Table 3
Perceived intervention induced changes in reading of and writing on narratives (experimental group).
| Area of Change | Change | Supporting Extract from Interview |
|---|---|---|
| Reading | Awareness (awareness of the practice of reading) | “I understand that I don’t read anymore.” |
| Motivation (increased motivation for reading) | “(…) it gave me the desire to read.” | |
| Attention (improved attention to text) | “(…) now I notice details [in the text] more.” | |
| Analysis (improvement in analysis of text) | “Yes, my text changed a little in general terms.” | |
| Comprehension (improvement in comprehension of text) | “I think I translate the intended meaning of the text better.” | |
| Reflection (improvement in reflection on text) | “(…) I reflect on the subject matter [of the text] for longer.” | |
| Writing | Awareness (awareness of the practice of writing) | “Put purely and simply, we do not write.” |
| Writing in General (general improvement in writing) | “Yes [I changed] in the dominion of writing.” |