Feedbacktiming en Feedbacksoort bij Begrijpend Lezen in Combinatie met Werkgeheugen en  Gender

Feedback is one of the most important means to contribute to the improvement of students’ learning performance. However, it is yet unclear whether the timing and/or type of feedback is most effective; immediate feedback while reading the text or after reading the text and Knowledge-of-Response (KOR) feedback, elaborated feedback or no feedback. Therefore, this study examines what timing (during or after reading) and/or type of feedback (KOR-feedback or elaborated feedback when compared to no feedback) is most effective in improving reading comprehension in grade 6 and grade 8 students. In addition, the study examines whether individual differences in gender and working memory capacity interacts with the results. In total, 54 students from grade 6 and grade 8 participated in this study (26 boys, 28 girls). Each student read two texts, and students were randomized across the different conditions of feedback type and feedback timing. Students’ working memory capacity was individually...Show moreFeedback is one of the most important means to contribute to the improvement of students’ learning performance. However, it is yet unclear whether the timing and/or type of feedback is most effective; immediate feedback while reading the text or after reading the text and Knowledge-of-Response (KOR) feedback, elaborated feedback or no feedback. Therefore, this study examines what timing (during or after reading) and/or type of feedback (KOR-feedback or elaborated feedback when compared to no feedback) is most effective in improving reading comprehension in grade 6 and grade 8 students. In addition, the study examines whether individual differences in gender and working memory capacity interacts with the results. In total, 54 students from grade 6 and grade 8 participated in this study (26 boys, 28 girls). Each student read two texts, and students were randomized across the different conditions of feedback type and feedback timing. Students’ working memory capacity was individually measured using a Dutch version of the Listening Span Task. Multiple three-way ANOVAs examined the effects of feedback timing and feedback type on text comprehension, while considering the moderating roles of gender and working memory. No significant main or interaction effects were found for feedback timing, feedback type, or working memory capacity. Although girls scored slightly higher on text comprehension than boys, this difference did not reach statistical significance. The results suggest that the timing and type of feedback were not related to text comprehension, and that working memory and gender did not moderate these effects. It can be concluded that this study only contributes to a limited extent to the existing knowledge on feedback timing and feedback type in reading comprehension. However, further and larger-scale research is needed to draw clear and consistent conclusions about the most effective form of feedback in Dutch primary education.Show less

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Feedbacktiming en Feedbacksoort bij Begrijpend Lezen in Combinatie met Werkgeheugen en Gender