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The Effectiveness of a Story-mapping Intervention with and without Performance Feedback in Improving Student Writing
by Wiegand, Samantha N., M.S., Southern Illinois University at Edwardsville, 2017, 62; 10276107
Abstract (Summary)
The current study assesses the use of a story-mapping intervention, both with and without performance feedback, in addressing student writing deficits. Three, make, elementary-aged participants were subjected to baseline, story-mapping, and story-mapping with performance feedback conditions in an adapted alternating treatments design.
| Advisor: | Everett, Gregory E. |
| Commitee: | Hupp, Stephen D., McKenney, Elizabeth L. |
| School: | Southern Illinois University at Edwardsville |
| Department: | Psychology |
| School Location: | United States -- Illinois |
| Source: | MAI 56/04M(E), Masters Abstracts International |
| Source Type: | DISSERTATION |
| Subjects: | Educational psychology |
| Keywords: | Feedback, Performance, Story-map |
| Publication Number: | 10276107 |
| ISBN: | 978-1-369-83803-9 |
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