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ERIC Number: ED316852
Record Type: RIE
Publication Date: 1990-Apr
Pages: 16
Abstractor: N/A
Reference Count: N/A
Goals and Progress Feedback during Reading Comprehension Instruction.
Schunk, Dale H.; Rice, Jo Mary
This study investigated the effects of goals and goal-progress feedback on children's reading comprehension self-efficacy and skill. Subjects, 30 lower-middle-class students from 2 fifth-grade classes in an elementary school who did not experience excessive decoding problems and who regularly received remedial reading instruction, were randomly assigned to 1 of 3 treatment groups: product goal, process goal, or a combination of process goal and progress feedback. Subjects received daily 35-minute training for 15 school days, working on instructional material covering comprehension of main ideas. Results indicated that (1) the combined treatment group demonstrated significantly higher performance on the self-efficacy and skill tests than the process-goal and product-goal conditions; and (2) combined and process-goal conditions judged perceived progress in strategy learning higher than product-goal subjects. Findings suggest that remedial readers benefited from explicit feedback on their mastery of a comprehension strategy. (One table of data is included; 23 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 15-21, 1990).