The effects of alternate forms of performance feedback on elementary-aged students' oral reading fluency

Tanya L. Eckert, Erin K. Dunn, Scott P. Ardoin

Research output: Contribution to journalArticle

14 Scopus citations

Abstract

Within the context of a brief experimental design, the current study examined the effects of providing two different types of performance feedback, performance feedback on words read correctly (PFWC) and performance feedback on words read incorrectly (PFWI), on the oral reading fluency of six elementary-aged students. For all of the participants, PFWI resulted in higher levels of oral reading fluency than PFWC. In addition, for a majority of the participants, PFWC resulted in lower levels of oral reading errors than PFWI. These results suggest that providing students with performance feedback on the number or words read correctly may enhance the reading fluency of students experiencing reading difficulties. The implications of these results for intervention selection are discussed.

Original languageEnglish (US)
Pages (from-to)148-161
Number of pages14
JournalJournal of Behavioral Education
Volume15
Issue number3
DOIs
StatePublished - Sep 1 2006

Keywords

  • Brief experimental analysis
  • Performance feedback
  • Reading intervention

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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