Teacher Education Faculty Publications

Document Type

Article

Publication Date

6-2009

Publication Source

Reading Horizons

Abstract

Improvement-oriented feedback has been shown to be more effective at raising writing achievement than simple evaluative feedback. This study investigates whether teachers differ in the feedback they give to weak and strong writers as well as how feedback differs across grades. Interviews were conducted with 15 teachers about the feedback they gave students on their writing. Contrary to expectations, analyses indicate that both weak and strong writers received minimal improvement-oriented feedback. However, strong writers received more positive evaluative feedback while weak writers received more negative evaluative feedback. This research has implications for both teacher education and the professional development of teachers.

Inclusive pages

239-256

ISBN/ISSN

0034-0502

Document Version

Published Version

Comments

Document is provided for download in compliance with the publisher's rights for authors. Permission documentation is on file. For other articles on the subject, see the journal website.

Publisher

ScholarWorks at Western Michigan University

Volume

49

Issue

3

Peer Reviewed

yes