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Dissertation/Thesis Abstract

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.

Indexing (document details)
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
Subjects: Educational psychology
Keywords: Feedback, Performance, Story-map
Publication Number: 10276107
ISBN: 978-1-369-83803-9
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