Feedback Provided within Structured Reading Programs: A Systematic Review

Autor/inn/en	Schrauben, Kristen S.; Witmer, Sara E.
Titel	Feedback Provided within Structured Reading Programs: A Systematic Review
Quelle	In: Reading & Writing Quarterly, 36 (2020) 3, S.193-210 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2019.1627967
Schlagwörter	Feedback (Response); Reading Programs; Evidence Based Practice; Early Reading; Positive Reinforcement; Individualized Instruction; Program Guides; Instructional Effectiveness; Students with Disabilities; Elementary School Students; Learning Disabilities; Teacher Student Relationship; Error Correction; Educational Research; Privacy; Children + Suchen Sie Ihr Suchwort? Frühlesen; Individualisierender Unterricht; Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrektur; Bildungsforschung; Pädagogische Forschung; Privatsphäre; Child; Kind; Kinder
Abstract	Feedback can have a positive effect on student performance in the classroom, however not all feedback is equal, and some types of feedback can actually worsen performance. Little is known about whether existing evidence-based reading programs provide the feedback that has been shown to enhance student performance. The purpose of this study was to systematically review five evidence-based early reading program manuals to explore the types of feedback provided to students. A systematic coding system was developed and applied to describe the feedback provided in light of existing research on the effects of feedback. Although each program involves provision of a substantial amount of feedback to students, areas for improvement in characteristics of the feedback provided were noted. Suggestions for improvement include eliminating general and vague publicly provided praise statements, increasing the provision of private, individualized feedback that communicates specific information about task performance, and feedback that includes comparison to standards or previous performances rather than to other peers. Directions for future research and additional implications for program developers and teachers are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01