Literacy rates among adolescents are declining in the United States. This project is a systematic review of empirical studies that focus on improving writing outcomes of elementary school students. In particular, one writing intervention was found to be especially helpful in improving writing scores for children. This intervention is entitled Self-Regulation Strategy Development (SRSD) and relies on a process of internal thought and outside editing to help students develop a successful writer's mind. This project examines the efficacy of performance feedback when used within SRSD. The results did strongly support previous research that SRSD is a highly effective writing intervention technique. The new information that this systematic review provides is the efficacy of SRSD across a broad array of education types, feedback types, and methods of administering feedback.

Links to Project Materials:

College of Arts & Sciences 2020, Social Science Projects 2020, 2020