The Effect of Correspondence Training on the Rate and Quality of Written Expression of Four Low Achieving Boys

Abstract

This study examined the effects of a behavioural correspondence training procedure on the rate of writing of four 13‐year‐old boys in a class for low achieving students in a city high school. A comprehensive range of collateral measures of writing was employed in addition to the target measure of writing rate. These collateral measures were assessed through analytic and holistic scoring procedures. Transfer of control of the correspondence training procedure to the class teacher and maintenance of writing gains were also examined. Results show that correspondence training effectively improved and maintained the rate and quality of written expression of all four boys.