Improving Students’ Writing Skills By Providing Choice and Performance Feedback

Location

CSU Ballroom

Start Date

10-4-2018 2:00 PM

End Date

10-4-2018 3:30 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Carlos Panahon

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Second Mentor's Name

Shawna Petersen-Brown

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Third Mentor's Name

Carrington Riss

Third Mentor's Deparment

Psychology

Third Mentor's College

Social and Behavioral Sciences

Description

Writing is a valuable skill one uses throughout his or her life. Writing lays the foundation at a young age to assist learning in other areas of academics and contributes to success. Unfortunately, writing has become a neglected skill in schools with 72% of fourth grade students not reaching proficient levels of writing (Hier & Eckert, 2014). This low level of performance highlights the need for improvements in writing instruction. Therefore, it is important for researchers to identify effective interventions that will improve the writing performance of elementary school students. Two interventions, performance feedback and choice, have been shown to improve students' writing skills. The proposed study will contribute to the research on interventions for students struggling in writing by combining these two interventions and evaluating the impact of students' academic productivity. Participants will be third grade elementary school students nominated by the teacher as struggling writers. All participants will be exposed to a control condition and a combined interventions condition. It is hypothesized that students will increase their academic productivity in the combined condition when compared to the control condition. Results of the study and their implications will be discussed.

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Apr 10th, 2:00 PM Apr 10th, 3:30 PM

Improving Students’ Writing Skills By Providing Choice and Performance Feedback

CSU Ballroom

Writing is a valuable skill one uses throughout his or her life. Writing lays the foundation at a young age to assist learning in other areas of academics and contributes to success. Unfortunately, writing has become a neglected skill in schools with 72% of fourth grade students not reaching proficient levels of writing (Hier & Eckert, 2014). This low level of performance highlights the need for improvements in writing instruction. Therefore, it is important for researchers to identify effective interventions that will improve the writing performance of elementary school students. Two interventions, performance feedback and choice, have been shown to improve students' writing skills. The proposed study will contribute to the research on interventions for students struggling in writing by combining these two interventions and evaluating the impact of students' academic productivity. Participants will be third grade elementary school students nominated by the teacher as struggling writers. All participants will be exposed to a control condition and a combined interventions condition. It is hypothesized that students will increase their academic productivity in the combined condition when compared to the control condition. Results of the study and their implications will be discussed.

Recommended Citation

Vukich, Shelby and Madison Jewell. "Improving Students’ Writing Skills By Providing Choice and Performance Feedback." Undergraduate Research Symposium, Mankato, MN, April 10, 2018.
https://cornerstone.lib.mnsu.edu/urs/2018/poster-session-B/15