Does feedback targeting text comprehension trigger the use of reading strategies or changes in readers' attitudes? A meta‐analysis

Abstract

BackgroundPrevious meta‐analyses have shown that feedback targeting text comprehension given when students perform a reading task positively influences learning from text. So far, differences in the effects of feedback were explained by design features, such as the timing and richness of feedback. In the present study, we aim to investigate cognitive and affective processes that might be triggered by feedback targeting text comprehension.MethodTwo meta‐analyses were performed on feedback intervention studies that included statistics for both the effect of feedback targeting text comprehension on the use of reading strategies (k = 8) or readers' attitudes towards the reading task (k = 10) and the effect of feedback on reading comprehension. We first tested whether feedback significantly affected the use of reading strategies or readers' attitudes. We then performed a meta‐regression analysis to test if the magnitude of the effect significantly predicted gains in reading comprehension.ResultsFeedback targeting text comprehension had a positive and significant impact on the use of reading strategies (g+ = 0.61) and on reading comprehension (g+ = 0.34). Additionally, the magnitude of the effect on the use of reading strategies was positively related to the magnitude of the effect on reading comprehension. Feedback targeting text comprehension did not influence readers' attitudes towards the reading task. Also, no significant effect of feedback was found for reading comprehension in these studies.ConclusionsFeedback targeting text comprehension helps students to apply reading strategies more often and/or more efficiently, even when they read new texts without the help of feedback. This transfer of practiced reading strategies in turn fosters reading comprehension. Due to the scarce number of studies, the results of the present meta‐analysis should be interpreted as an incentive for the field of reading research to unify empirical approaches for the integrated study of affective processes triggered by feedback targeting text comprehension.