Effects of Corrective Feedback on Word Accuracy and Reading Comprehension of Readers with Learning Disabilities

Abstract

This study examined reading comprehension and word recognition effects of corrective feedback during oral reading on the performance of readers with learning disabilities. In a repeated measures design, students with learning disabilities read under three treatment conditions: corrective feedback on every oral reading error, correction on meaning change errors only, and no feedback regardless of errors. Corrective feedback on oral reading errors had a significant positive effect on both word recognition accuracy and reading comprehension. Results are discussed in relation to theory and practice.