Learning Goals and Progress Feedback During Reading Comprehension Instruction

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dale H. Schunk, Dean (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: This experiment investigated the effects of goals and goal progress feedback on reading comprehension self-efficacy and skill. Remedial readers received comprehension strategy instruction on finding main ideas, Some subjects were provided a product goal of answering questions, others were given a process goal of learning to use the strategy, and subjects in a third condition received process goals combined with feedback on goal progress. The condition receiving process goals and progress feedback demonstrated significantly higher performance on the self-efficacy and skill tests than the process goal and product goal conditions, which did not differ. Subjects assigned to the process goal and process goal plus feedback conditions judged perceived progress in strategy learning higher than product goal subjects. These results show that remedial readers benefit from explicit feedback on their mastery of a comprehension strategy and have implications for comprehension instruction.

Additional Information

Journal of Reading Behavior, 23, 351-364.
Language: English
Date: 1991
Reading, Remedial instruction, Learning strategies, Comprehension

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