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

Our previous meta-analysis (Swart et al., 2019) had 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 aimed to investigate cognitive and affective processes that might be triggered by feedback targeting text comprehension.

Elise Swart, Thijs Nielen & Marga Sikkema-de Jong
17 March 2022
View the meta-analysis

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.

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.

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