Improving quick writing performance of middle-school struggling learners

Linda H. Mason, Richard M. Kubina, Douglas E. Kostewicz, Anne Mong Cramer, Shawn Datchuk

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Writing performanceperformance of 279 seventh- and eighth-grade students in four urban charter schools was evaluated in comparison group pretest/posttest quasi-experimental study. Thirty-three students, identified by cut scores on a standardized fluency measure, received supplemental one-to-one Self-Regulated Strategy Development (SRSD) instruction for persuasive quick writing. Fifty-one students with scores below the cut participated as an eligible non-treatment comparison; 195 students with scores above the cut participated as a non-eligible comparison group. All students' written responses were evaluated before and after the intervention. Results of repeated measures analysis indicated that students in treatment (additional instruction time. +. SRSD. +. planned practice-testing) significantly improved quick writing performance after instruction when compared to pretest performance, and when compared to eligible comparison, with large effect sizes for number of persuasive elements and organizational quality and medium effects for persuasive quality. When compared to non-eligible comparison, students in treatment had significantly higher scores for organizational quality (large effects) and persuasive quality (small effects).

Original languageEnglish (US)
Pages (from-to)236-246
Number of pages11
JournalContemporary Educational Psychology
Volume38
Issue number3
DOIs
StatePublished - Jul 1 2013

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Students
performance
student
instruction
development strategy
charter
Group
Therapeutics
school

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Mason, Linda H. ; Kubina, Richard M. ; Kostewicz, Douglas E. ; Cramer, Anne Mong ; Datchuk, Shawn. / Improving quick writing performance of middle-school struggling learners. In: Contemporary Educational Psychology. 2013 ; Vol. 38, No. 3. pp. 236-246.
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Improving quick writing performance of middle-school struggling learners. / Mason, Linda H.; Kubina, Richard M.; Kostewicz, Douglas E.; Cramer, Anne Mong; Datchuk, Shawn.

In: Contemporary Educational Psychology, Vol. 38, No. 3, 01.07.2013, p. 236-246.

Research output: Contribution to journalArticle

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