Verschilt de effectiviteit van feedbackvorm en -moment op tekstbegrip bij verschillende leesniveaus in de bovenbouw van het basisonderwijs?

This article examines the effects of type of feedback and timing of feedback on reading comprehension in elementary schools in the Netherlands. The lack of research in elementary school and conflicting results regarding the effects of type and timing of feedback, demands more research. Therefore the following research question was formulated: To what extent does the effect of no feedback, knowledge of correct response (KCR), and elaborated feedback (EF), given during or after reading, differ on reading comprehension among grade 4 and grade 6 primary school students with different reading proficiency levels? To examine this, an intervention study was used. Students in different conditions had to read two texts and answer question about the texts. Depending on which feedback condition a student was placed in, they got questions during or after reading and got elaborated, simple or no feedback. A questionnaire given after the intervention determined the reading comprehension. In this...Show moreThis article examines the effects of type of feedback and timing of feedback on reading comprehension in elementary schools in the Netherlands. The lack of research in elementary school and conflicting results regarding the effects of type and timing of feedback, demands more research. Therefore the following research question was formulated: To what extent does the effect of no feedback, knowledge of correct response (KCR), and elaborated feedback (EF), given during or after reading, differ on reading comprehension among grade 4 and grade 6 primary school students with different reading proficiency levels? To examine this, an intervention study was used. Students in different conditions had to read two texts and answer question about the texts. Depending on which feedback condition a student was placed in, they got questions during or after reading and got elaborated, simple or no feedback. A questionnaire given after the intervention determined the reading comprehension. In this study there are no significant differences in reading comprehension between EF, KCR and no feedback. There’s also no difference in reading comprehension between the effects of feedback during and after reading. There’s no interaction between the two variables, meaning that the effectiveness of EF, KCR or no feedback did not depend on whether the feedback was provided during or after reading. The analysis with reading proficiency levels suggests that higher and lower reading levels perform similarly, which indicates that feedback type and timing did not differentially affect these groups. This study indicates that it’s possible that both feedback during and after reading have benefits and might not differ. Furthermore feedback should be used carefully by primary students. Further research in primary schools is needed to conclude if different forms of feedback are more effective by primary school students.Show less

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Verschilt de effectiviteit van feedbackvorm en -moment op tekstbegrip bij verschillende leesniveaus in de bovenbouw van het basisonderwijs?