Examining three types of correctional feedback about errors in mechanics and grammar in students with writing difficulties in grades 4-8.

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.