ERIC Number: EJ867140
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0502
EISSN: N/A
An Analysis of Feedback Given to Strong and Weak Student Writers
Dinnen, Janet L. D.; Collopy, Rachel M. B.
Reading Horizons, v49 n3 p239-256 2009
Improvement-oriented feedback has been shown to be more effective at raising writing achievement than simple evaluative feedback. This study investigates whether teachers differ in the feedback they give to weak and strong writers as well as how feedback differs across grades. Interviews were conducted with 15 teachers about the feedback they gave students on their writing. Contrary to expectations, analyses indicate that both weak and strong writers received minimal improvement-oriented feedback. However, strong writers received more positive evaluative feedback while weak writers received more negative evaluative feedback. This research has implications for both teacher education and the professional development of teachers. (Contains 2 tables and 4 figures.)
Descriptors: Suburban Schools, Catholic Schools, Elementary Education, Writing Achievement, Feedback (Response), Student Writing Models, Data Collection, Educational Assessment, Scaffolding (Teaching Technique), Writing Evaluation
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://www.wmich.edu/coe/spls/clinic/readhorizons.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A