Does feedback targeting text comprehension trigger the use of reading strategies or changes in readers' attitudes? A meta‐analysis

Journal of Research in Reading, vol. 45, pp. 171–188

Abstract

Background Previous meta‐analyses have shown that feedback targeting text comprehension given when students perform a reading task positively influences learning from text. So far, differences in the effects of feedback were explained by design features, such as the timing and richness of feedback. In the present study, we aim to investigate cognitive and affective processes that might be triggered by feedback targeting text comprehension. Method Two meta‐analyses were performed on feedback intervention studies that included statistics for both the effect of feedback targeting text comprehension on the use of reading strategies (k = 8) or readers' attitudes towards the reading task (k = 10) and the effect of feedback on reading comprehension. We first tested whether feedback significantly affected the use of reading strategies or readers' attitudes. We then performed a meta‐regression analysis to test if the magnitude of the effect significantly predicted gains in reading comprehension. Results Feedback targeting text comprehension had a positive and significant impact on the use of reading strategies (g+ = 0.61) and on reading comprehension (g+ = 0.34). Additionally, the magnitude of the effect on the use of reading strategies was positively related to the magnitude of the effect on reading comprehension. Feedback targeting text comprehension did not influence readers' attitudes towards the reading task. Also, no significant effect of feedback was found for reading comprehension in these studies. Conclusions Feedback targeting text comprehension helps students to apply reading strategies more often and/or more efficiently, even when they read new texts without the help of feedback. This transfer of practiced reading strategies in turn fosters reading comprehension. Due to the scarce number of studies, the results of the present meta‐analysis should be interpreted as an incentive for the field of reading research to unify empirical approaches for the integrated study of affective processes triggered by feedback targeting text comprehension.

Authors 3

1. Elise K. Swart corresponding Aachen Department of Education and Child Studies Leiden University Leiden The Netherlands Leiden Institute for Brain and Cognition Leiden The Netherlands Department of Education and Child Studies Leiden Institute for Brain and Cognition

   Leiden University

   Affiliation as printed

   Department of Education and Child Studies Leiden University Leiden The Netherlands

   Leiden Institute for Brain and Cognition (LIBC) Leiden The Netherlands

   Department of Education and Child Studies, Leiden University, Leiden, The Netherlands

   Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands

2. Thijs M. J. Nielen Aachen Department of Education and Child Studies Leiden University Leiden The Netherlands Department of Education and Child Studies

   Leiden University

   Affiliation as printed

   Department of Education and Child Studies Leiden University Leiden The Netherlands

   Department of Education and Child Studies, Leiden University, Leiden, The Netherlands

3. Maria T. Sikkema‐de Jong Aachen Department of Education and Child Studies Leiden University Leiden The Netherlands Leiden Institute for Brain and Cognition Leiden The Netherlands Department of Education and Child Studies Leiden Institute for Brain and Cognition

   Leiden University

   Affiliation as printed

   Department of Education and Child Studies Leiden University Leiden The Netherlands

   Leiden Institute for Brain and Cognition (LIBC) Leiden The Netherlands

   Department of Education and Child Studies, Leiden University, Leiden, The Netherlands

   Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands