Poster #32 - The Development of Student Writing Feedback Attitudes in Grades 3–7: A Latent Growth Analysis

• In Event: 75.043 - MTCC Poster Session 17
  In Poster Session: 75.043-6 - Experimental Studies of Literacy

Abstract

In the present study, we investigated the development of students’ attitudes toward receiving feedback on writing from teachers and peers in grades 3-7. Data were collected from 1,071 students in the fall of three consecutive academic years using a cohort-sequential design. Results of parallel process latent growth modeling showed that students have very positive attitudes toward receiving feedback from both teachers and peers during the fall of third grade, but these attitudes decline annually between third and seventh grade. Further, both developmental trajectories seem to shift between fifth and sixth grade, suggesting different processes between grades 3-5 and grades 5-7. Finally, females tended to like receiving feedback from teachers and peers more than males did.

Authors

• Eric Ekholm, Virginia Commonwealth University

• Sharon Zumbrunn, Virginia Commonwealth University

• Michael Broda, Virginia Commonwealth University

• Tyler Cabell Luther, Virginia Commonwealth University