Date of Award

Spring 5-23-2021

Degree Type


Degree Name

Master of Science (MS)




Eckert, Tanya L.


choice, performance feedback, writing performance

Subject Categories

Medicine and Health Sciences | Psychiatry and Psychology


Research has indicated that the majority of students in the United States are not able to write at the proficient level (Persky et al., 2003). Prior research has demonstrated that performance feedback interventions successfully lead to students' gains in writing fluency (Hier & Eckert, 2014; Hier & Eckert, 2016; Truckenmiller et al., 2014), and that providing students with academic choices benefits their academic performance (Dickerson & Creedon, 1981; Steinman 2017). The goal of this study was to examine the combined and isolated effects of two academic interventions (i.e., providing writing prompt choices and performance feedback) on third-grade students' writing performance. A total of 70 third-grade students were randomly assigned to either the (a) performance feedback condition (n = 24); (b) choice condition (n = 23); and (c) performance feedback and choice condition (n = 23). Results of this study indicated that there were no statistically significant differences in students' writing performance between the three conditions. Implications for developing effective writing interventions that target student motivation and writing are discussed.


Open Access



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