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
Copyright
Copyright © 2009 by the authors
Publisher
ScholarWorks at Western Michigan University
Volume
49
Issue
3
Peer Reviewed
yes
eCommons Citation
Dinnen, Janet L. D. and Collopy, Rachel M. B., "An Analysis of Feedback Given to Strong and Weak Student Writers" (2009). Teacher Education Faculty Publications. 18.
https://ecommons.udayton.edu/edt_fac_pub/18
Included in
Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons
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.