|
University of Minnesota Digital Conservancy >
University of Minnesota - Twin Cities >
Dissertations and Theses >
Dissertations >
Please use this permanent URL to cite or link to this item:
http://purl.umn.edu/51977
|
| Title: | Examining three types of correctional feedback about errors in mechanics and grammar in students with writing difficulties in grades 4-8. |
| Authors: | Du, Xiaoqing |
| Keywords: | Correctional Feedback Intervention
Error Patterns
Grammar
Mechanics
Overall Writing Quality
Writing Skills
Educational Psychology |
| Issue Date: | May-2009 |
| Abstract: | The purpose of this study was to examine the relative effects of three correctional feedback approaches focusing on mechanics and grammar on the overall writing performance of students with writing difficulties. Twenty-eight students in grades 4-8, 71% with learning disabilities and 29% with other high-incidence disabilities, who had Individualized Education Program (IEP) goals in writing, were randomly assigned to one of the three conditions: Correction Only, Correction + Write Again, and Correction + Explanation + Write Again. Participants' writing performance on the pre- and posttest was measured using three scoring procedures: correct minus incorrect word sequences, percentage of correct word sequences, and quality rating. Further examination was conducted on changes in error patterns from pre- to posttest. Findings have implications for providing one-on-one correctional feedback about errors in mechanics and grammar through writing tasks for better writing. |
| Description: | University of Minnesota Ph.D. dissertation. May 2009. Major: Educational Psychology. Advisor: Dr. Christine A. Espin. 1 computer file (PDF); viii, 96 pages, appendices A-C. Ill. (some col.) |
| Permanent URL: | http://purl.umn.edu/51977 |
| Appears in Collections: | Dissertations
|
Files in This Item:
| File |
Description |
Size | Format |
|---|
| Du_umn_0130E_10304.pdf | | 598Kb | PDF | View/Open |
|
Items in the Digital Conservancy are protected by copyright, with all rights reserved, unless otherwise indicated.
|
