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The Effects of Immediate Feedback on Reading Achievement
One K-6 school, St. Paul, Minnesota (MN)
Abstract:
DETAILS: Location: St. Paul, Minnesota; Design: Independent, quasi-experimental; Sample: 67 students in grades 3 and 5;
Measures: STAR Reading, Group Reading Assessment and Diagnostic Evaluation (GRADE), Curriculum Based Measurement (CBM); Duration: 6 months. RESULTS: This study took place at a school where 64% of the students were eligible for free or reduced-price lunch. It compared students that completed book reports, which resulted in delayed feedback, and students that completed Accelerated Reader quizzes, which provided immediate feedback. The GRADE was used to measure vocabulary, sentence, and passage comprehension; a CBM of oral reading fluency was used to determine the students’ reading speed. The results revealed that students who used Accelerated Reader showed significantly higher gains on 3 measures of reading achievement compared to students who completed book reports and received only delayed feedback. In particular, students receiving immediate feedback through Accelerated Reader demonstrated twice the gain in reading comprehension of students not using Accelerated Reader. AUTHORS: S. Jay Samuels, EdD and Yi-Chen Wu, PhD. Report available online
Publication Date: 01/01/2003
Literature Number: NA
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