Degree

Doctor of Philosophy (PhD)

Department

Psychology

Document Type

Dissertation

Abstract

Writing is an essential skill for academic success. Evidence shows students with writing difficulties experience lower overall academic performance (Graham & Perin, 2007). The development of fluent writing is particularly important, as it has been shown to be a strong predictor of global writing quality (Malecki & Jewell, 2003). Limited research exists on writing interventions specifically targeting writing fluency. While performance feedback procedures have been found effective for increasing writing fluency (Hier & Eckert, 2016), interventions such as story-mapping and self-regulation strategy development (SRSD), which target higher order writing skills, have also been shown to improve writing fluency abilities (Harris, Graham & Mason, 2006; Li, 2007). Research also indicates reading and writing share similar learning processes (Nuemann & Dickinson, 2001). The current studies examine the impact of two writing interventions on the writing fluency, writing quality, and oral reading fluency abilities of elementary school students. The first is a writing intervention structured after the repeated reading intervention, incorporating a modeling component. The second is a planning intervention, which involves timed practice using a graphic organizer to plan a narrative composition. The impact of each intervention, and the order in which they are delivered, was examined. Results of the current studies demonstrated marginal to moderate growth in writing speed (TWW) for three participants first introduced to the repeated writing intervention, and marginal growth in writing speed for two participants initially delivered the planning intervention. Substantial improvement in writing accuracy, writing quality, and oral reading fluency was not found.

Date

4-26-2021

Committee Chair

Donaldson, Jeanne M.

DOI

10.31390/gradschool_dissertations.5530

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