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

Research output: Contribution to journalArticle

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 languageEnglish (US)
Pages (from-to)377-382
Number of pages6
JournalSchool Psychology Review
Volume48
Issue number4
DOIs
StatePublished - Dec 1 2019

Keywords

  • fluency
  • generalization programming
  • train and hope
  • writing

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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