Eighth-grade students read fictitious passages describing the accomplishments of "famous" people. Two different types of visual imagery instructions (representational and transformational) were manipulated within two different passage types (name and occupation), along with no-strategy control instructions for each passage type. Consistent with theoretical predictions, transformational imagery instructions were uniquely effective on the difficultto-remember name passages, but not on the more easily represented occupation passages; representational imagery instructions were not facilitative on either passage type. Theoretical and educational implications of the results are considered.
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.On common strategy in reading instruction upon which there is relatively high consensus involves children with some kind of oral reading experience under teacher supervision (Howlett & Weintraub, 1979;Mason & Boggs, 1978). There is, however, little consensus on how much oral reading should be scheduled and perhaps more importantly, how the practice should be structured. In regard to the latter, serious disagreements exist on the need for and type of corrective feedback. As suggested by Hoffman (1979), it is the teacher's theoretical orientation which will most likely influence instructional practices related to corrective feedback. Two prominent models which present radically opposing positions on the need for corrective feedback are the psycholinguistic and direct instruction models.Requests for reprints should be addressed to Kathleen M. McCoy at the above address. The authors are grateful to Joseph Jenkins and Kenneth Ho well for their comments on an earlier version of this manuscript.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.