This study considered the effects on lesson completion time of four forms of immediate feedback. Thirty-two low-ability eleventh grade students were randomly assigned to one of four treatments. Each student received four one-page social studies reading passages. Each passage averaged 350 words in length. Eight 4-alternative multiple choice questions were presented by computer with each passage. One of the following four forms of feedback was provided for each treatment condition. Students received either knowledge of correct response feedback (KCR), which provided the correct alternative after the student's first attempt, or KCR with second try (KCR second try), which allowed the student to try twice before the correct answer was provided. The KCR and KCR second try conditions were completely crossed with two levels of context termed Full and Focus. Full-context feedback presented the stem, distractors, and the correct alternative, while Focused-context feedback presented only the stem and correct alternative. It was hypothesized that a significant time difference would occur between the KCR-Focus group (with the least information) and the KCR second try-Full group (with the most feedback information). ANOVA results for total lesson time data did not support this hypothesis as the main effect for feedback, and the interaction of feedback and context were not significant. Examination of the context treatment means showed that, unexpectedly, the students took more time to complete the Focus treatments than to complete the Full treatments. It is concluded that the feedback form may have altered how students used the feedback; the first few questions in a series of questions may direct or influence the student's text processing approach (i.e., meta-level) to the text passage; and feedback context may have altered how learners used supporting materials. (8 references) (BBM)