Feedback Effects on Oral Reading Errors of Children with Learning Disabilities

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Abstract
Males with learning disabilities in Grades 1 through 4 were pretested to determine subjects who were in the acquisition stage of decoding. Forty-eight boys were randomly assigned to four feedback treatment conditions and orally read consonant-vowel-consonant (CVC) nonsense words. Four feedback treatments were manipulated as the independent variable: (a) general, (b) corrective/modeling, (c) corrective/sound-it-out, and (d) no feedback. A one-way analysis of variance revealed a significant difference between types of feedback. Planned orthogonal comparisons demonstrated significant differences for (a) any type of feedback compared to no feedback, (b) corrective feedback (modeling and sound-it-out) compared to general feedback, and (c) modeling compared to sound-it-out on the immediate task measure. Additional discussion suggests implications for instructional practices and critical variables to consider in feedback research.

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