<p> The current study assesses the use of a story-mapping intervention, both with and without performance feedback, in addressing student writing deficits. Three, make, elementary-aged participants were subjected to baseline, story-mapping, and story-mapping with performance feedback conditions in an adapted alternating treatments design.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10276107 |
| Date | 01 July 2017 |
| Creators | Wiegand, Samantha N. |
| Publisher | Southern Illinois University at Edwardsville |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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