ABSTRACT
This study explored the relationship between 391 third-grade students' writing productivity and the amount of intervention dosage received over a 6-week period. In addition, the association between gender and the amount of intervention dosage received was examined. Results indicated that intervention dosage had a statistically significant relationship with students' writing productivity at the conclusion of intervention implementation. In addition, there was not a statistically significant difference in the amount of intervention dose received between female and male students. Notably, less intervention dosage may be indicative of higher rates of school absenteeism, which is associated with adverse academic outcomes. Implications and future research directions are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
