You are here

Evaluating the impact of feedback on elementary aged students' fluency growth in written expression

Title: Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: a randomized controlled trial.
32 views
17 downloads
Name(s): Truckenmiller, Adrea J, author
Eckert, Tanya L, author
Codding, Robin S, author
Petscher, Yaacov, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2014-12-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for 8weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g=0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.
Identifier: FSU_pmch_25432270 (IID), 10.1016/j.jsp.2014.09.001 (DOI), PMC5046133 (PMCID), 25432270 (RID), 25432270 (EID), S0022-4405(14)00069-7 (PII)
Keywords: Performance feedback, Writing fluency, Writing instruction
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5046133.
Subject(s): Achievement
Child
Curriculum
Feedback
Female
Humans
Male
Schools
Sex Characteristics
Students
Writing
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25432270
Owner Institution: FSU
Is Part Of: Journal of school psychology.
1873-3506
Issue: iss. 6, vol. 52

Choose the citation style.
Truckenmiller, A. J., Eckert, T. L., Codding, R. S., & Petscher, Y. (2014). Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: a randomized controlled trial. Journal Of School Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25432270