Extended Attributional Feedback: Sequence Effects During Remedial Reading Instruction
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Dale H. Schunk, Dean (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: This experiment investigated how the sequence of ability and effort attributional feedback over an extended period influences children's reading comprehension, attributions, and self-efficacy. Children with comprehension deficiencies participated in a training program that included instruction and practice in identifying important ideas. One group of children (ability-ability) periodically received ability feedback, a second group (effort-effort) received effort feedback, a third condition (ability-effort) was given ability feedback during the first half of the training program and effort feedback during the second half, and for a fourth group this sequence was reversed (effort-ability). Children who received ability feedback during the second half of training (ability-ability and effort-ability conditions) developed higher ability attributions and self-efficacy than subjects in the other two conditions. The sequence of extended attributional feedback did not differentially affect skill development. Implications for teaching are discussed.
Extended Attributional Feedback: Sequence Effects During Remedial Reading Instruction
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Created on 3/9/2011
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Additional Information
- Publication
- Journal of Early Adolescence, 6(1), 55-66.
- Language: English
- Date: 1986
- Keywords
- Reading, Remedial instruction, Self-efficacy, Comprehension, Attribution, Ability, effort feedback