Implicit feedback via higher- and lower-order questions showed no significant effect on first-graders' reading comprehension¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Dickey (2018) found no significant differences between groups receiving higher- versus lower-order questions as feedback on first-graders' reading comprehension. → Grønli 2024

Evidence¶

Grønli 2024¶

Grønli, K. M., Walgermo, B. R., McTigue, E. M., & Uppstad, P. H. (2024). Teachers' Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09957-z

q2 · i? · review · r3

The review's report of the single study of implicit feedback (questions as feedback) in its corpus, a first-grade comparison of higher- and lower-order questions, "finding no significant differences between the groups". No effect size is reported; equivalence was not tested.

"Dickey (2018) examined the effect of implicit feedback in the form of higher- and lower-order questions on first-graders' reading comprehension, finding no significant differences between the groups."

Discussion¶

Related Claims¶

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