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.
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
