The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students.
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| Title: | The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students. |
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| Authors: | Grünke, Matthias1, Sperling, Marko1, Burke, Mack D.2 |
| Source: | Insights into Learning Disabilities. Fall2017, Vol. 14 Issue 2, p135-153. 19p. |
| Subject Terms: | *Education of children with learning disabilities, *Study & teaching of language composition, *Fifth grade (Education), *Psychological feedback, *Educational intervention, *Educational outcomes, *Outcome-based education, *Elementary education, Reinforcement (Psychology) |
| Abstract: | The purpose of this study was to analyze the effects of a multicomponent intervention on the length and quality of stories written by fifth graders who were academically and behaviorally struggling with particular problems during writing demands. Difficulties in text production are often prevalent at the beginning of middle/secondary education as students transition from elementary school. These writing problems need to be addressed to avoid negative long-term consequences in school and everyday life. The intervention in this study included explicit timing, immediate feedback (through a self-scoring procedure), and positive reinforcement (through verbal praise as well as display of high scores and use of charts to illustrate learning progress). Four fifth graders with learning and behavioral difficulties participated in the study. A functional relationship between the treatment and the outcomes (story length and quality) was established using an AB multiple-baseline-across-subjects design with repeated measures in follow-up. These findings and their implications are discussed in the context of improving the writing performance of academically and behaviorally struggling students. [ABSTRACT FROM AUTHOR] |
| Copyright of Insights into Learning Disabilities is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 126939175 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Grünke%2C+Matthias%22">Grünke, Matthias</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Sperling%2C+Marko%22">Sperling, Marko</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Burke%2C+Mack+D%2E%22">Burke, Mack D.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Insights+into+Learning+Disabilities%22">Insights into Learning Disabilities</searchLink>. Fall2017, Vol. 14 Issue 2, p135-153. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education+of+children+with+learning+disabilities%22">Education of children with learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+language+composition%22">Study & teaching of language composition</searchLink><br />*<searchLink fieldCode="DE" term="%22Fifth+grade+%28Education%29%22">Fifth grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement+%28Psychology%29%22">Reinforcement (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to analyze the effects of a multicomponent intervention on the length and quality of stories written by fifth graders who were academically and behaviorally struggling with particular problems during writing demands. Difficulties in text production are often prevalent at the beginning of middle/secondary education as students transition from elementary school. These writing problems need to be addressed to avoid negative long-term consequences in school and everyday life. The intervention in this study included explicit timing, immediate feedback (through a self-scoring procedure), and positive reinforcement (through verbal praise as well as display of high scores and use of charts to illustrate learning progress). Four fifth graders with learning and behavioral difficulties participated in the study. A functional relationship between the treatment and the outcomes (story length and quality) was established using an AB multiple-baseline-across-subjects design with repeated measures in follow-up. These findings and their implications are discussed in the context of improving the writing performance of academically and behaviorally struggling students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Insights into Learning Disabilities is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=126939175 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 135 Subjects: – SubjectFull: Education of children with learning disabilities Type: general – SubjectFull: Study & teaching of language composition Type: general – SubjectFull: Fifth grade (Education) Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Outcome-based education Type: general – SubjectFull: Elementary education Type: general – SubjectFull: Reinforcement (Psychology) Type: general Titles: – TitleFull: The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Grünke, Matthias – PersonEntity: Name: NameFull: Sperling, Marko – PersonEntity: Name: NameFull: Burke, Mack D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 19491212 Numbering: – Type: volume Value: 14 – Type: issue Value: 2 Titles: – TitleFull: Insights into Learning Disabilities Type: main |
| ResultId | 1 |
