The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2018-12-31 DOI:10.22329/JTL.V12I2.5105
Edith Van der Boom, E. Jang
{"title":"The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills","authors":"Edith Van der Boom, E. Jang","doi":"10.22329/JTL.V12I2.5105","DOIUrl":null,"url":null,"abstract":"The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied to examine how each of the students uniquely responded to the diagnostic feedback intervention. The study findings show that providing students with individualized feedback that is skill-based and provides strategies to target chosen areas gives them a far greater understanding of their strengths and weaknesses and how to best target these areas over simply providing an achievement level. Assessment which informs students’ current skills of reading comprehension can support students’ learning. Intervention that moves between teacher and student allows for the adjustment of students’ cognitive and metacognitive processes. Providing students with skills and strategies through feedback allows them to increase their self-regulation and motivation to learn. ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.3000,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22329/JTL.V12I2.5105","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4

Abstract

The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied to examine how each of the students uniquely responded to the diagnostic feedback intervention. The study findings show that providing students with individualized feedback that is skill-based and provides strategies to target chosen areas gives them a far greater understanding of their strengths and weaknesses and how to best target these areas over simply providing an achievement level. Assessment which informs students’ current skills of reading comprehension can support students’ learning. Intervention that moves between teacher and student allows for the adjustment of students’ cognitive and metacognitive processes. Providing students with skills and strategies through feedback allows them to increase their self-regulation and motivation to learn. 
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
整体诊断反馈干预对提高困难读者阅读技能的影响
本研究考察了年轻读者对定制的诊断反馈干预措施的反应方式。向六名小学三年级学生提供了个性化的反馈和干预支持,他们的个人资料是基于多个数据源开发的,这些数据源考虑了学生的兴趣、学习偏好和阅读准备水平。采用多案例研究的方法来研究每个学生对诊断反馈干预的独特反应。研究结果表明,为学生提供基于技能的个性化反馈,并提供针对所选领域的策略,可以让他们更好地了解自己的优势和劣势,以及如何最好地针对这些领域,而不仅仅是提供成绩水平。了解学生当前阅读理解技能的评估可以支持学生的学习。教师和学生之间的干预可以调整学生的认知和元认知过程。通过反馈为学生提供技能和策略,可以增强他们的自我调节能力和学习动机。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
期刊最新文献
The Complexities of Authority in the Classroom: Fostering Democracy for Student Learning Social-Emotional Learning for Teachers The Impact of COVID-19 on Instruction for and the Implementation of Quebec’s Sexual Health Curriculum Reconciliation Through Education Embracing a Trauma-Sensitive Approach
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1