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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 |