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

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

doi:10.1007/s10864-006-9018-6

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

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

Department of Psychology

Research output: Contribution to journal › Article › peer-review

20 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 language	English (US)
Pages (from-to)	148-161
Number of pages	14
Journal	Journal of Behavioral Education
Volume	15
Issue number	3
DOIs	https://doi.org/10.1007/s10864-006-9018-6
State	Published - Sep 2006

Keywords

Brief experimental analysis
Performance feedback
Reading intervention

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1007/s10864-006-9018-6

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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.",

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AB - 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.

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

Abstract

Keywords

ASJC Scopus subject areas

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