The Effects of Self-Evaluation Procedures on the Numbers and Accuracy of Alphabet Letter Writing Behavior of Preschool Children
Date of Award
Specialist in Education
Dr. Galen J. Alessi
Dr. Howard Farris
Dr. Ron Hutchinson
Masters Thesis-Open Access
This study assessed the effects of self-evaluation procedures on the rate and accuracy of alphabet letter writing. Three preschoolers served as subjects. During Phase I, students were given instructions, and the experimenter modeled accurate letter writing. During Phase II, instructions and modeling were again presented. Additionally, the students were given a rule statement that instructed them to use a stamper and a stamp pad to stamp their paper after first writing each of a row of four letters. The results indicated that the introduction of self-evaluation procedures was associated with immediate increases in frequency of attempts, but a decrease in accuracy. This effect, however, was not maintained across sessions. The results suggest that self-evaluation procedures alone may not be capable of consistently generating educationally significant rates of behavior.
Coleman, Kevin R., "The Effects of Self-Evaluation Procedures on the Numbers and Accuracy of Alphabet Letter Writing Behavior of Preschool Children" (1985). Masters Theses. 1373.