Global ETD Search

1	The Effects of Self-Graphing on the Writing Performance of Second Graders Heward, Lynn Dardig 29 September 2009 (has links) No description available. Education self-graphing self-monitoring writing productivity indiscriminable-contingency
2	The Effects of Repeated Writing on Secondary Students' Writing Fluency Taylor, Carisa Marie 02 September 2010 (has links) No description available. Education Language Arts Literacy Secondary Education repeated writing writing fluency secondary students self-graphing feedback
3	The Impact of Peer Tutoring and Self-Monitoring on Oral Reading Fluency for Children who Exhibit Symptoms of Attention-Deficit/Hyperactivity Disorder Leis, Shannon M 22 February 2005 (has links) This study examined the effects of peer tutoring and self-monitoring interventions on the oral reading performance of students exhibiting symptoms of AttentionDeficit/Hyperactivity Disorder: Predominantly Inattentive Type. A multiple baseline across participants design was used to evaluate the effectiveness of the peer tutoring and self-monitoring interventions with four second grade students who were tutored by fourth grade students. Results indicated that the median number of words read correct per minute as measured by curriculum-based measurement reading probes increased from baseline to intervention phases for three of the four tutee participants. In addition, the median number of errors from baseline to intervention phases decreased for three of the four participants. However, data were highly variable for three of the four participants. In addition, the percentage of intervention data points that overlapped baseline data was higher than the percentage of non-overlapping data points. Consumer satisfaction was rated positively by tutee and teacher participants. All tutee participants rated peer tutoring as a fair intervention and agreed that this intervention would help them do better in school. In addition, teacher ratings indicated that peer tutoring was an acceptable and beneficial intervention for students. The teachers reported that they liked the procedures used in this intervention. Teacher ratings also indicated that these teachers would recommend this intervention to other teachers and would implement this intervention with other students. These teachers also strongly agreed that this intervention would be appropriate for a variety of students. Implications for future research and practice are discussed. ADHD predominantly inattentive type Second grade students Self-graphing Curriculum-based measurement Academic interventions American Studies Arts and Humanities
4	The Effectiveness of a Goal Setting Intervention that Incorporates Performance Feedback, Self-Graphing, and Reinforcement on Improving the Writing Skills of High School Students Lavik, Katherine Bobak 13 May 2014 (has links) No description available. Psychology Secondary Education Education goal setting writing performance feedback self-graphing reinforcement high school secondary school single-subject changing criterion
5	Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities Fishley, Katelyn M. 26 September 2011 (has links) No description available. Special Education morphology morphemic analysis morphemes fluency self-graphing flashcards graphic organizer vocabulary high school high-incidence disabilities special education
6	The Efficacy of Training Kindergartners in Assisted Self-Graphing as a Supplemental Intervention Within a Response-To-Intervention Model Magnan, Joselyn Emily 03 October 2006 (has links) No description available. literacy self-graphing self-monitoring response-to-intervention single case design kindergarten DIBELS CBM phoneme segmentation fluency nonsense word fluency single-subject design

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