The effects of a teacher editor, peer editing, and serving as a peer editor on elementary students' self -editing behavior.

摘要

Three experiments were done on the effects of the functional relations between peer editing, teacher editing, and serving as a peer editor on student self-editing behavior and maintenance. Experiment I tested the effects of peer editing and compared it to the effects of teacher editing on the acquisition of self-editing skills. The participants in Experiment I were three seventh grade students with learning disabilities and one third grade student with developmental delays. Learn units to criterion were measured and results indicated that the peer editing package resulted in completion of essays with fewer learn units to criterion than the teacher editor alone treatment. Self-editing probes resulted in fewer learn units to criterion after the peer editing treatment than after the teacher editing treatment. These results remained the same regardless of treatment order.;Experiment II examined the relationship between a teacher editor and a peer editor, however, the writer was not serving as an editor, but rather only receiving peer feedback. This allowed for further analysis of whether the peer editor was having an effect on the writer's behavior. The experiment examined a teacher editor treatment and peer editor treatment without the writer functioning as an editor. The students that participated in Experiment II were classified as having developmental delays and language disorders. The results of Experiment II did not indicate a significant effect in a peer editor treatment as compared to a teacher editor treatment. The effects seen in self-editing acquisition did not maintain over time. The effects seen in accuracy of self-editing skills were inconsistent across students.;Experiment III was conducted to examine the effects between a teacher editor and a teacher editor while the writer was serving as a peer editor. The purpose of this experiment was to further examine the controlling variables involved in peer editing. The two treatments were examined with regard to their effects on self-editing acquisition, maintenance over time, and accuracy of self-editing. The participants in this experiment were two students, one with a language disorder and one with developmental delays. The results of this experiment indicated that a teacher editor while the writer was serving as a peer editor had a significant effect on self-editing acquisition as well as on maintenance probes over time. These data showed that essays were completed in fewer learn units to criterion as well as maintaining this effect over time. The effects seen in accuracy of self-editing skills indicated that the students were more accurate in the self-editing process after the writer editing treatment than after the teacher editor alone treatment. These effects on accuracy maintained over time.