Using Performance Feedback and Self-Graphing to Improve Writing Fluency

Date of Award

Fall 11-7-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Mary C. Dosch


Performance feedback, self-graphing, writing fluency, writing proficiency


The purpose of this project was to examine the effect of a performance feedback and self-graphing intervention on three second-grade students with high-incidence disabilities. Writing fluency, the ability to write with speed and accuracy, has been shown to demonstrate a mastery of writing skills at the basic level (National Commission on Writing, 2003) and was targeted in this intervention. The students completed six sessions of a performance feedback intervention with a self-graphing component over the course of four weeks, and it was found that each student’s mean number of total words written and correct writing sequences increased from baseline to intervention stage. This project may provide support for previous literature that performance feedback is an effective intervention in increasing writing fluency and suggests that self-graphing can be an effective addition to performance feedback.

Abstract only: No full text available.