title: Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: a randomized controlled trial.
abstract: The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for 8weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g=0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.
authors.affiliation: Department of Psychology, Syracuse University, 430 Huntington Hall, Syracuse, NY 13244, USA. Electronic address: atruckenmiller@fcrr.org.
authors.forename: Adrea J
authors.initials: AJ
authors.lastname: Truckenmiller
authors.affiliation: Department of Psychology, Syracuse University, 430 Huntington Hall, Syracuse, NY 13244, USA. Electronic address: taeckert@syr.edu.
authors.forename: Tanya L
authors.initials: TL
authors.lastname: Eckert
authors.affiliation: Department of Counseling and School Psychology, University of Massachusetts-Boston, Boston, MA 02125, USA. Electronic address: robin.codding@umb.edu.
authors.forename: Robin S
authors.initials: RS
authors.lastname: Codding
authors.affiliation: Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA. Electronic address: ypetscher@fcrr.org.
authors.forename: Yaacov
authors.initials: Y
authors.lastname: Petscher
mesh_terms: D000124:Achievement; D002648:Child; D003479:Curriculum; D005246:Feedback; D005260:Female; D006801:Humans; D008297:Male; D012574:Schools; D012727:Sex Characteristics; D013334:Students; D014956:Writing
keywords: Performance feedback; Writing fluency; Writing instruction