Abstract
Performance feedback is an effective intervention that improves the writing outcomes of elementary students. Although choice has been referred to as a powerful tool in improving the writing of students, little empirical research has been conducted that investigates the effectiveness of choice when implemented in a class-wide setting. Therefore, the current study used a randomized controlled trial design to compare the effects of performance feedback and choice on the writing fluency outcomes of 40 fourth-grade elementary students in one elementary school. Participants were randomly assigned to either a performance feedback condition (n = 20) or a choice condition (n = 20) for 4 weeks. Participants in the performance feedback condition demonstrated significant growth in their writing performance when compared to the writing performance of participants assigned to the choice condition. In addition, results found that participants’ higher levels of interest in the story starter predicted increased writing productivity. Limitations of the study; practice implications, including considerations for the use of writing interventions in a class-wide setting and the incorporation of student interest into writing topics; and future directions are discussed.
Advisor
Shawna Peterson-Brown
Committee Member
Kevin Filter
Committee Member
Alexandra Hilt-Panahon
Date of Degree
2024
Language
english
Document Type
Dissertation
Degree
Doctor of Psychology (PsyD)
Program of Study
School Psychology
Department
Psychology
College
Social and Behavioral Sciences
Recommended Citation
Seifert, Collin M. (2024). Comparing the Effects of Choice and Performance Feedback on the Writing Fluency Outcomes of Elementary Students [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1425/
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