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|
|School Location:||United States -- Illinois|
|Source:||MAI 56/04M(E), Masters Abstracts International|
|Keywords:||Feedback, Performance, Story-map|
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