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The Effects of Repeated Writing on Secondary Students' Writing Fluency

Taylor, Carisa Marie
http://rave.ohiolink.edu/etdc/view?acc_num=osu1275166276

Abstract Details

2010, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
A multiple baseline across subjects design was used to evaluate the effectiveness of repeated writing, self-graphing of total words written (TWW), and feedback on the writing fluency of high school students with disabilities. In one experimental group, the individual components of self-graphing, repeated writing, and feedback were introduced cumulatively. In the second experimental group, participants moved directly from baseline condition to repeated writing with self-graphing and feedback. Results were mixed within and across groups. High variability was observed across participants and phases. Self-graphing of TWW was associated with an improvement in quantity and quality in two of three participants in Group One. Repeated writing was associated with an improvement in quantity with a decline in quality in all participants in Group One. Feedback was associated with a decline in quantity and an improvement in quality in two participants in Group One; a third participant showed the same effect but only one writing was conducted with feedback. A decline in quantity and an improvement in quality were also observed in one of four participants in Group Two. Indicators of social validity for the intervention were positive from participants and responding teachers and parents. Qualitative independent evaluations of overall writing quality failed to demonstrate improvement between pre and post-intervention responses as well as between first and second writings with self-graphing and feedback.
Laurice Joseph, PhD (Committee Chair)
Theresa Hessler, PhD (Committee Member)
Moira Konrad, PhD (Committee Member)
Mark Rudoff (Other)
Education; Language Arts; Literacy; Secondary Education
repeated writing; writing fluency; secondary students; self-graphing; feedback

Recommended Citations

Citations

  • Taylor, C. M. (2010). The Effects of Repeated Writing on Secondary Students' Writing Fluency [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275166276

    APA Style (7th edition)

  • Taylor, Carisa. The Effects of Repeated Writing on Secondary Students' Writing Fluency. 2010. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1275166276.

    MLA Style (8th edition)

  • Taylor, Carisa. "The Effects of Repeated Writing on Secondary Students' Writing Fluency." Doctoral dissertation, Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275166276

    Chicago Manual of Style (17th edition)

osu1275166276
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This open access ETD is published by The Ohio State University and OhioLINK.