Effects of Corrective Feedback on Word Accuracy and Reading Comprehension of Readers with Learning Disabilities

Abstract

This study examined reading comprehension and word recognition effects of corrective feedback during oral reading on the performance of readers with learning disabilities. In a repeated measures design, students with learning disabilities read under three treatment conditions: corrective feedback on every oral reading error, correction on meaning change errors only, and no feedback regardless of errors. Corrective feedback on oral reading errors had a significant positive effect on both word recognition accuracy and reading comprehension. Results are discussed in relation to theory and practice.

Translating research on initial reading instruction into classroom practice

“…Pany and McCoy (1988) found that third-grade reading disabled children, who made a large number of errors during reading (10 to 15 percent errors), significantly improved their word recognition and their comprehension scores when given immediate feedback on every single error. When corrective feedback was provided after every error, the children made significantly fewer overall errors, significantly fewer meaning change errors during reading of the passage, significantly fewer errors on lists of error words presented on an immediate and delayed basis, and significantly fewer errors on passage comprehension questions.…”

Effectiveness of Feedback During the Testing of Preschool Children, Elementary School Children, and Adolescents with Developmental Delays

“…For example, for children with learning and reading disabilities, feedback increases the rates of correct responding (Perkins, 1988), the ability to interpret metaphors (Baechle & Lian, 1990), attributions about performance (Okolo, 1992), spelling accuracy (Kearney & Drabman, 1993), long division skills (Robinson, DePascale, & Roberts, 1989), and word recognition accuracy and reading comprehension (Huebusch & Lloyd, 1998;Pany & McCoy, 1988;Peverly & Wood, 2001;Schunck & Rice, 1993). Similarly, for children with mild to severe intellectual deficits, feedback has been shown to increase performance evaluations (Turner & Matherne, 1994), ability to read grocery words (Schuster, Morse, Griffen, & Worley, 1996), word recognition skills (Farmer, Kline, & Bryson, 1992), spelling ability (McDonnell, Thorson, Allen, & Mathot-Bruckner, 2000), and the number of correctly chained steps completed independently in daily living tasks (Mechling & Gast, 1997).…”

Developing a reading tutor: Design and evaluation of dedicated speech recognition and synthesis modules

“…Feedback has been shown to be of great importance for the development of reading for both children with and without reading difficulties (e.g. McCoy and Pany, 1986;Pany and McCoy, 1988;Perkins, 1988;Spaai et al, 1991;Wise and Olson, 1998). Since a beginning or struggling reader who makes a reading mistake has great difficulties correcting himself or herself, feedback should be provided by someone else.…”