Abstract
When beginning readers read aloud, the teacher’s feedback affects their reader identities. Teacher’s feedback may also imprint a strong model of what reading is and what proficient readers do. This systematic review investigates the characteristics of teachers’ feedback on elementary students’ reading and furthers its potential to support students’ agency in learning to read. A total of 52 empirical studies in K–5 settings were identified and analyzed. Findings suggest clear associations between how feedback was presented and what aspects of reading were targeted: typically, either explicit feedback on decoding or implicit feedback on meaning. Further, support for student agency was more strongly associated with implicit feedback practices. Finally, two groups of students—struggling readers and L2 learners—tended to receive feedback that does not promote agency. The review concludes by discussing the potential of feedback practices to support students in becoming proficient and independent readers.
Published Version
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