THE EFFECT OF PERFORMANCE FEEDBACK ON ORAL READING FLUENCY

Abstract

This is a mixed methods study of the effect of feedback on oral reading fluency. Focus groups, observations, and weekly assessments are used to compare and contrast growth patterns, perceptions, and explore if there is a triangulation between feedback and oral reading fluency. Eighteen 3rd graders in a suburban elementary school participated and were informed the number of words correct, number of words incorrect or told no feedback on a weekly oral reading fluency assessment. There were 6 students in the group that received correct, incorrect, and the group that did not receive feedback. Student growth patterns were analyzed to determine if one type of feedback had a particular positive or negative effect. Students were randomly assigned to one of three focus groups: Spanish-speaking English language learners, struggling readers, and highly performing readers. The study provided evidence that incorrect a word per minute had the greatest effect on oral reading fluency growth patterns. There was also evidence of a triangulation and a positive relationship between correct words per minute, student emotions, and growth in oral reading fluency.