The Relation Between Classroom Behaviors and the Writing Skills of Urban Third-Grade Students

Hamsho, Narmene; Eckert, Tanya L.

doi:10.1080/10573569.2020.1796862

Cited by 2 publications

(2 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Specifically, Kent et al (2014) emphasized the importance of focused attention during writing to improve writing performance in early elementary school grades, specifically for first-grade students. Similarly, Hamsho and Eckert (2021) revealed a significant relation between writing performance and classroom behaviors, where third-grade students demonstrating higher levels of accuracy and consistency of academic work were found to be more proficient writers. Therefore, it stands to reason that an intervention targeting behavior would lead to improved attention and ultimately better writing performance.…”

Section: Purpose Of the Studymentioning

confidence: 88%

The impact of the good behavior game on writing quantity and quality.

et al. 2021

Self Cite

View full text Add to dashboard Cite

Results from research indicate writing is a critical skill linked to several academic outcomes. To promote improvements in writing quantity and quality, intervention might target increasing students’ academic engagement during time designated to practice writing. The purpose of this study was to implement an evidence-based classwide behavioral intervention, the Good Behavior Game (GBG), during daily writing practice time in two classrooms. Participants (n = 45) included students in a Grade 1 and Grade 2 class enrolled in an elementary school in a large suburb in the northeast U.S. Findings based on visual analysis and multilevel modeling indicate that students, on average, wrote more words (quantity) and more correct writing sequences (quality) when the GBG was played versus when it was not. Implications include the need for replication studies to extend findings and explore how school psychologists might consider the use of behavioral interventions to promote improved engagement and academic output in the classroom.

show abstract

Section: Purpose Of the Studymentioning

confidence: 88%

The impact of the good behavior game on writing quantity and quality.

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…These participants were targeted due to increased curricular writing demands that occur in third grade, as well as third grade being a critical period in students' writing development (Berninger et al, 2002). The six cohorts were selected due to comparability in sample demographics, procedures, and outcome measures, with three cohorts (Hamsho & Eckert, 2021; Hier & Eckert, 2014, 2016) published elsewhere. Only those students who were randomly assigned to the performance feedback intervention condition ( n = 255) were included in the present study.…”

Section: Methodsmentioning

confidence: 99%

You'll learn to love it? Examining the relationship between intervention dose and acceptability among third‐grade students

Eckert,

Maguire,

Nelson

et al. 2023

Psychology in the Schools

View full text Add to dashboard Cite

The acceptability of school‐based interventions has been regularly examined among teachers and parents; however, students are less frequently assessed despite being the recipients of most interventions. Although recent studies have begun exploring how different student characteristics (e.g., gender) and types of acceptability assessments (e.g., dynamic) impact students' ratings, no studies have examined the role of intervention dosage despite early conceptual models highlighting the linkage between intervention acceptability, dosage, adherence, and effectiveness. This study explored 255 third‐grade students' intervention dosage and acceptability ratings within the context of a class‐wide writing intervention administered over 7 weeks. Results indicated that most students received a high number of intervention sessions throughout the study and rated the intervention as moderately acceptable. There was a statistically significant gender difference in students' postintervention acceptability ratings, with female students rating the class‐wide writing intervention higher than male students. In addition, intervention dosage was a statistically significant predictor of students' postintervention acceptability ratings, although gender did not moderate these findings.

show abstract

The Relation Between Classroom Behaviors and the Writing Skills of Urban Third-Grade Students

Cited by 2 publications

References 25 publications

The impact of the good behavior game on writing quantity and quality.

The impact of the good behavior game on writing quantity and quality.

You'll learn to love it? Examining the relationship between intervention dose and acceptability among third‐grade students

Contact Info

Product

Resources

About