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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
Language: English
Authors: Grünke, Matthias, Sperling, Marko, Burke, Mack D.
Source: Insights into Learning Disabilities. 2017 14(2):135-153.
Availability: Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Peer Reviewed: Y
Page Count: 19
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Grade 5
Descriptors: Grade 5, Intervention, Writing Achievement, Writing Improvement, Behavior Problems, Learning Problems, Feedback (Response), Scheduling, Positive Reinforcement, Writing Difficulties, Predictor Variables, Statistical Analysis, Foreign Countries
Geographic Terms: Germany
ISSN: 1949-1212
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.
Abstractor: As Provided
Number of References: 69
Entry Date: 2017
Accession Number: EJ1164944
Database: ERIC
FullText Links:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Grünke%2C+Matthias%22">Grünke, Matthias</searchLink><br /><searchLink fieldCode="AR" term="%22Sperling%2C+Marko%22">Sperling, Marko</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Mack+D%2E%22">Burke, Mack D.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Insights+into+Learning+Disabilities%22"><i>Insights into Learning Disabilities</i></searchLink>. 2017 14(2):135-153.
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  Data: Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 1949-1212
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  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.
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        PageCount: 19
        StartPage: 135
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      – SubjectFull: Grade 5
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      – SubjectFull: Intervention
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      – SubjectFull: Writing Achievement
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Learning Problems
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Scheduling
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      – SubjectFull: Positive Reinforcement
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      – SubjectFull: Writing Difficulties
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      – SubjectFull: Predictor Variables
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