Abstract
The effects of different types of feedback upon the oral reading fluency (number of words read per minute) of three secondary students with learning disabilities were analyzed to determine whether feedback affected the reading rate of the students. Feedback types included verbal feedback only, visual feedback in the form of performance graphs, and feedback regarding miscue analysis in conjunction with performance graphs. Results indicated that the visual feedback only condition yielded the greatest increase in overall reading rate. However, miscue feedback in conjunction with graphic feedback led to a greater increase in accuracy of words read per minute in timed readings.
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