Supporting learning from text: A meta-analysis on the timing and content of effective feedback

Publication date: Available online 4 November 2019Source: Educational Research ReviewAuthor(s): Elise K. Swart, Thijs M.J. Nielen, Maria T. Sikkema de JongAbstractThe aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining 104 contrasts of conditions of reading texts with and without feedback, including 6124 participants, using the random effects model resulted in a positive effect of feedback on learning from text (g+ = 0.35). Moderator analyses showed that feedback is particularly effective if provided directly after reading, but less so when provided during reading. If feedback is provided directly after reading, elaborate feedback and knowledge-of-correct-response feedback were more effective than knowledge-of-response feedback. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed.
Source: Educational Research Review - Category: Child Development Source Type: research