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The Effects Of An Interdependent Group Contingency On Student Writing, Madeline B. Auge

Doctoral Dissertations

National data indicate that many students in the United States are not proficient in writing at grade-level expectations (Persky et al., 2003). However, there is not enough research, resources, or support for school personnel to improve student writing (Graham & Harris, 2003). Previous writing intervention studies involving performance feedback methods have shown positive impacts on student writing fluency, but it may be too time consuming for teachers to use in the classroom (Truckenmiller et al., 2014). Teachers need feasible, evidence-based writing interventions that are easy to implement in their classrooms and that motivate students to improve their writing skills.

The …