Feedback Provided Within Structured Reading Programs: A Systematic Review

Schrauben, Kristen S.; Witmer, Sara E.

doi:10.1080/10573569.2019.1627967

Cited by 4 publications

(3 citation statements)

References 37 publications

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“…However, no systematic review has addressed this issue yet. Furthermore, feedback can be delivered through different formats (i.e., verbal, nonverbal, written, and visual/graphical) and content types (i.e., correct–incorrect, normative information, and designed to praise) [ 17 , 18 ]. These elements will generate varied effects on students’ motor skill learning in PE lessons.…”

Section: Introductionmentioning

confidence: 99%

Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review

Zhou

Shao

Wang

2021

IJERPH

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Objectives: Feedback is an essential factor that may affect students’ motor skill learning during physical education (PE) classes. This review aimed to (1) systematically examine the evidence for the effectiveness of feedback on students’ skill learning during PE classes and (2) summarize the evidence for the effects of feedback elements (i.e., format and content). Methods: A systematic search was conducted on seven electronic databases to identify studies that explored the effects of feedback on student learning during PE classes. Twenty-three studies were selected, and the study quality was evaluated using the Physiotherapy Evidence Database scale. The levels of evidence were determined with the best evidence synthesis. Results: Strong evidence indicates the effectiveness of feedback intervention on students’ skill learning compared with those who received no feedback. Limited evidence was found for the effect of visual feedback compared with verbal feedback. There were mixed results for the effectiveness of information feedback compared with praise or corrective feedback. Conclusion: The current evidence suggests that feedback is useful for skill learning during PE classes. Emergent questions still need to be addressed, such as those regarding the efficiency of using different formats and contents for feedback delivery to enhance motor skill learning during PE classes.

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Section: Introductionmentioning

confidence: 99%

Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review

Zhou

Shao

Wang

2021

IJERPH

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“…It can reduce cognitive load and bring attention to a key part of the task; it can signal a gap between performance and the learning aim; and may provide information for correcting inappropriate task strategies (Johnson et al., 2017; Shute, 2008). It has also been established that feedback can be delivered in different ways, and therefore the effectiveness of feedback in part depends on its design (Hattie & Timperley, 2007; Johnson et al., 2017; Narciss et al., 2014; Schrauben & Witmer, 2019; Shute, 2008). This has led to an effort to identify what makes feedback effective and a number of frameworks have been developed that seek to characterise it (Benton et al., 2018; Johnson et al., 2017; Narciss et al., 2014; Shute, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Across these frameworks a distinction is made between feedback that informs the learner about the correctness of their response, that is outcome feedback, and feedback that aims to evolve the learner's understanding, that is elaborative feedback 1 . Within games, outcome and elaborative feedback can be presented together (Johnson et al., 2017); however, it is elaborative feedback that has been evidenced to support the learner's understanding and lead to learning gains (Attali & van der Kleij, 2017; Hattie & Timperley, 2007; Johnson et al., 2017; Schrauben & Witmer, 2019). Elaborative feedback seeks to scaffold the learner's thinking and influences further responses by providing additional information (Attali & van der Kleij, 2017); whilst outcome feedback is chiefly corrective.…”

Section: Introductionmentioning

confidence: 99%

Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback

Vasalou

Benton

Ibrahim

et al. 2021

Brit J Educational Tech

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Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research

Grønli,

Walgermo,

McTigue

et al. 2024

Educ Psychol Rev

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Teachers’ feedback is critical for student learning, particularly during oral reading, where it supports skill development and fosters students' agency and reader identity. However, research has yet to provide clear recommendations for effective classroom feedback. This critical-constructive review aims to achieve two objectives: to present evidence of effective feedback strategies for reading development and to explore the theoretical foundations of feedback in oral reading. The review analyzes twenty-four empirical studies (1995–2022) on effects of teachers’ feedback in K–5 settings. Findings reveal significant variability in effective feedback types and content, making clear-cut generalizations challenging and emphasizing the need for a nuanced understanding of feedback's influence on fluency, motivation and engagement. While many studies utilized theoretical frameworks, their limited diversity constrains our understanding of students' emotional, cognitive, and behavioral responses to feedback, highlighting a gap in research that often prioritizes reading processes over the role of feedback. This study discusses the potential for integrating feedback and reading development theories to better align interventions with contemporary understandings. By adopting a more comprehensive approach, we can inform teaching strategies that support reading development and redefine how we assist young readers. Additionally, the study offers an example and approach for aligning theory across the different phases of performing empirical research, with implications that extend beyond the current review.

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Feedback Provided Within Structured Reading Programs: A Systematic Review

Cited by 4 publications

References 37 publications

Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review

Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review

Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback

Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research

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