Abstract

Despite a need for more support in the area of writing, few interventions currently exist to target elementary students’ writing fluency skills. Performance feedback has been identified as an effective intervention used to increase students’ writing productivity. Additionally, the use of choice as a writing fluency intervention has recently been identified as a viable option. Therefore, this study investigated the effects of combining performance feedback plus choice as a writing fluency intervention on the writing skills of eight third grade students. Using standard curriculum-based measure written expression procedures, students were provided performance feedback, choice, and the combination of the two strategies. Using a multiple baseline across subjects design, with withdrawal phases, baseline levels of total words written (TWW) on curriculum based measures were compared across each intervention phase for each student, in addition to one follow-up probe. Results demonstrated improvements in all eight students’ TWW over the course of the study. Overall, this study provides strong evidence that the combination of performance feedback plus choice results in increases in students’ writing productivity.

Advisor

Carlos Panahon

Committee Member

Shawna Petersen-Brown

Committee Member

Alexandra Hilt-Panahon

Committee Member

Kevin Filter

Date of Degree

2017

Language

english

Document Type

Dissertation

Degree

Doctor of Psychology (PsyD)

Department

Psychology

College

Social and Behavioral Sciences

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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