De relatie tussen de timing van feedback, het werkgeheugen en de aandacht en het tekstbegrip bij kinderen in groep zeven

Reading and reading comprehension are essential skills in order to participate in our modern society. Reading skills in the Netherlands have worsened over the past few years, thus improvement of this ability is required. Recent studies have shown that feedback is an effective strategy for improving reading. Furthermore, research has shown that working memory and attention level have an effect on reading comprehension. The aim of this study was twofold. Firstly, the timing of immediate feedback on the reading comprehension was examined, considering feedback during reading versus feedback directly after reading. Secondly, the correlation of working memory and attention level on both reading comprehension and the processing of the given feedback was tested. A sample size of 97 children, among which 51 boys and 46 girls aged between 10 – 12 years old, from Dutch primary schools participated in this study. They were asked to read several texts and to answer text-related questions. The...Show moreReading and reading comprehension are essential skills in order to participate in our modern society. Reading skills in the Netherlands have worsened over the past few years, thus improvement of this ability is required. Recent studies have shown that feedback is an effective strategy for improving reading. Furthermore, research has shown that working memory and attention level have an effect on reading comprehension. The aim of this study was twofold. Firstly, the timing of immediate feedback on the reading comprehension was examined, considering feedback during reading versus feedback directly after reading. Secondly, the correlation of working memory and attention level on both reading comprehension and the processing of the given feedback was tested. A sample size of 97 children, among which 51 boys and 46 girls aged between 10 – 12 years old, from Dutch primary schools participated in this study. They were asked to read several texts and to answer text-related questions. The timing of the provided feedback varied among the children. Analyses showed that the timing of feedback was significant for reading comprehension. The feedback given during reading was shown to be more effective as opposed to the feedback given immediately after reading. Neither a lower working memory and a lower attention level were significant predictors of reading comprehension, nor of the effectiveness of the provided feedback. The most prominent conclusion is that feedback is more effective for improving reading comprehension when it is given during rather than immediately after reading. This implies that effective reading-interventions should be centered around feedback that is given during reading. Further research into the correlation of working memory and attention level on reading comprehension is desirable.Show less

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De relatie tussen de timing van feedback, het werkgeheugen en de aandacht en het tekstbegrip bij kinderen in groep zeven