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
Recommended Citation
Steinman, S. J. (2017). Investigating the Effects of Performance Feedback and Choice as a Writing Fluency Intervention [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/754/
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