Generalization and Maintenance Effects of Writing Fluency Intervention Strategies for Elementary-Age Students: A Randomized Controlled Trial

Bridget O. Hier; Tanya L. Eckert; Elizabeth A. Viney

doi:10.17105/SPR-2017-0123.V48-4

Generalization and Maintenance Effects of Writing Fluency Intervention Strategies for Elementary-Age Students: A Randomized Controlled Trial

Bridget O. Hier, Tanya L. Eckert, Elizabeth A. Viney

Department of Psychology

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

This study examined whether 2 evidence-based intervention strategies resulted in maintenance and generalization of writing fluency gains. In this study, 115 third-grade students were randomly assigned to a performance feedback intervention condition, a goal setting intervention condition, or a control condition. Neither intervention strategy produced strong maintenance effects, and there were no statistically significant differences in students' generalization as a function of intervention strategy. Generalization was promoted by students' gender and by obtaining a level of fluency during the final intervention session.

Original language	English (US)
Pages (from-to)	377-382
Number of pages	6
Journal	School Psychology Review
Volume	48
Issue number	4
DOIs	https://doi.org/10.17105/SPR-2017-0123.V48-4
State	Published - Dec 1 2019

Keywords

fluency
generalization programming
train and hope
writing

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.17105/SPR-2017-0123.V48-4

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title = "Generalization and Maintenance Effects of Writing Fluency Intervention Strategies for Elementary-Age Students: A Randomized Controlled Trial",

abstract = "This study examined whether 2 evidence-based intervention strategies resulted in maintenance and generalization of writing fluency gains. In this study, 115 third-grade students were randomly assigned to a performance feedback intervention condition, a goal setting intervention condition, or a control condition. Neither intervention strategy produced strong maintenance effects, and there were no statistically significant differences in students' generalization as a function of intervention strategy. Generalization was promoted by students' gender and by obtaining a level of fluency during the final intervention session.",

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AB - This study examined whether 2 evidence-based intervention strategies resulted in maintenance and generalization of writing fluency gains. In this study, 115 third-grade students were randomly assigned to a performance feedback intervention condition, a goal setting intervention condition, or a control condition. Neither intervention strategy produced strong maintenance effects, and there were no statistically significant differences in students' generalization as a function of intervention strategy. Generalization was promoted by students' gender and by obtaining a level of fluency during the final intervention session.

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Generalization and Maintenance Effects of Writing Fluency Intervention Strategies for Elementary-Age Students: A Randomized Controlled Trial

Abstract

Keywords

ASJC Scopus subject areas

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