Evaluating the Effects of a Writing Self-Efficacy Intervention on Writing Quantity in Middle School Students. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Daniels, Stephanie; McCurdy, Merilee; Whitsitt, Lynnette; Skinner, Christopher H.; Schwartz-Micheaux, Janet; White, Jada
• Is Part Of: Reading and writing quarterly. Volume 36:Issue 1(2020)
• Page Start: 48
• Page End: 64
• Publication Date: 2020-01-02
• Subjects: Reading disability -- Periodicals; Language arts -- Remedial teaching -- Periodicals; Learning disabilities -- Periodicals; 371.91405
• DOI: 10.1080/10573569.2019.1618226
• Languages: English
• ISSNs: 1057-3569

Abstract

Abstract: Research findings support a relationship between writing self-efficacy and writing production. A multiple-probe across students design was used to evaluate the effects of a writing intervention, which included strategy instruction and cognitive-behavioral components, on the writing production of three middle school students. Visual analysis of repeated-measures graphs and effects size calculations suggest that the intervention enhanced word production (i.e., total words written). All three students also showed increases in writing self-efficacy. Applied and theoretical implications are discussed, along with directions for future research.