Meaning-based and prosody-focused corrective feedback benefited comprehension and multiple reading outcomes, while decoding-focused feedback mainly enhanced fluency¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Meaning-based feedback combined with instruction positively impacted both fluency and comprehension, while decoding-focused feedback only enhanced fluency. → Grønli 2024 q2 i? Prosody-focused feedback enhanced fluency, comprehension, and motivation in one study. → Grønli 2024 (2)

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 synthesis for the comprehension domain, reporting two studies (Crowe, 2003, 2005) in which "meaning-based feedback combined with instruction positively impacted both fluency and comprehension" whereas decoding-focused feedback enhanced fluency only. The review notes the limited number of studies prevents broad generalizations.

"two studies found that meaning-based feedback combined with instruction positively impacted both fluency and comprehension, while decoding-focused feedback only enhanced fluency (Crowe, 2003, 2005)."

Grønli 2024 (2)¶

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 · r2

The review's synthesis of elaborative corrective feedback studies, reporting that "prosody-focused feedback enhanced fluency, comprehension, and motivation" in Ardoin et al. (2013), alongside the meaning-based comprehension advantage over word-reading feedback.

"Meaning-based feedback improved reading comprehension more than word-reading feedback (Crowe, 2003, 2005), and prosody-focused feedback enhanced fluency, comprehension, and motivation (Ardoin et al., 2013)."

Discussion¶

Learner Variables¶

• Reading Fluency — outcome: instruction changes it

Related Claims¶

• Goal setting combined with performance feedback showed a positive effect on reading fluency — related
• Morphological instruction improves word-level literacy outcomes (decoding, spelling, vocabulary, morphological knowledge) but shows no reliable effect on reading comprehension — related
• Two years of multicomponent fluency intervention produced greater word-reading and fluency growth than one year or control, with no comprehension differences — related
• Automatic word recognition frees resources for comprehension — a broader claim this one bears on