Title

Reading to Read: Comparing Three Methods of Corrective Feedback

Date of Award

1993

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

First Advisor

Ron Edwards

Advisor Department

Psychology

Abstract

Four third grade students who made multiple oral reading errors were chosen to compare three methods of corrective feedback--Word Supply (WS), Delayed Word Drill (WD), and Delayed Sentence Repeat (SR)--in the context of Reading to Read (RTR), a remedial reading intervention designed to improve the oral reading fluency of poor readers. Generalization of reading improvement to passages of a similar level of difficulty was assessed through means of pretest and posttest measures. Overall improvement in oral reading fluency was assessed through means of progress through the reading curriculum. Results revealed no differences between the three methods of corrective feedback. A decrease was noted in the percentage of errors made at posttesting as compared to the pretest. All students progressed from a first grade reader to a second or third grade reader, and maintained the same fluency level throughout the study.