Date of Award
5-12-2024
Degree Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology
Advisor(s)
Tanya Eckert
Keywords
Cover Copy Compare;Performance Feedback;reading;reading comprehension;writing;Writing Interventions
Subject Categories
Psychology | Social and Behavioral Sciences
Abstract
Writing interventions have proven to be effective in improving students’ reading skills (Graham & Herbert, 2011) but are generally underacknowledged. In the current study, data from a randomized controlled trial examined whether there were differences in third-grade students’ reading comprehension based on whether they received a Performance Feedback + Cover, Copy, Compare intervention (n = 47) or a Performance Feedback intervention (n = 48). Results indicated that students assigned to the Performance Feedback + Cover, Copy, Compare intervention did not improve their reading comprehension to a greater extent than the Performance Feedback intervention. No statistically significant differences were observed in students’ post-intervention reading comprehension performance based on the intervention they received. However, an exploration of students’ reading performance over time revealed that only students assigned to the Performance Feedback intervention demonstrated statistically greater improvements. Based on these findings, further adaptations of the Cover, Copy, Compare intervention need to be investigated to fully examine whether it can be incorporated as part of classwide instructional practices to improve emerging writers’ reading comprehension.
Access
Open Access
Recommended Citation
Antoine, Monique, "EXAMINING THE EFFECTS OF WRITING INTERVENTIONS ON THIRD-GRADE STUDENTS’ READING COMPREHENSION" (2024). Theses - ALL. 817.
https://surface.syr.edu/thesis/817
