Effects of Corrective Feedback on Comprehension Skills of Remedial Students

Darlene Pany, Kathleen M. McCoy, Ellen E. Peters

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

The purpose of this study was to examine the effect of Corrective Feedback during oral reading on reading comprehension performance. A total of 34 students were classified by reading skill level into two groups: Primary (skill range 1.5–3.0) and Intermediate (skill range 3.5–5.5). Within each group half of the students were randomly assigned to either a Corrective Feedback condition or to a No Correction condition. Four dependent variables were obtained from the results of a miscue analysis, story retell, comprehension questions and oral reading errors. Few significant differences occurred between students' comprehension performance at either skill level under either condition. Overall comprehension performance was good under both conditions. The results of this study do not support the position that corrective feedback is detrimental to reading comprehension.

Original languageEnglish (US)
Pages (from-to)131-143
Number of pages13
JournalJournal of Literacy Research
Volume13
Issue number2
DOIs
StatePublished - 1981

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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