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The Effects of Self-Graphing on the Writing Performance of Second GradersHeward, Lynn Dardig 29 September 2009 (has links)
No description available.
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The Effects of Repeated Writing on Secondary Students' Writing FluencyTaylor, Carisa Marie 02 September 2010 (has links)
No description available.
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The Impact of Peer Tutoring and Self-Monitoring on Oral Reading Fluency for Children who Exhibit Symptoms of Attention-Deficit/Hyperactivity DisorderLeis, 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.
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The Effectiveness of a Goal Setting Intervention that Incorporates Performance Feedback, Self-Graphing, and Reinforcement on Improving the Writing Skills of High School StudentsLavik, Katherine Bobak 13 May 2014 (has links)
No description available.
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Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence DisabilitiesFishley, Katelyn M. 26 September 2011 (has links)
No description available.
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The Efficacy of Training Kindergartners in Assisted Self-Graphing as a Supplemental Intervention Within a Response-To-Intervention ModelMagnan, Joselyn Emily 03 October 2006 (has links)
No description available.
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