Date of Award

7-15-2015

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational and School Psychology

First Advisor

Joseph F. Kovaleski, D.Ed.

Second Advisor

Mark J. Staszkiewicz, D.Ed.

Third Advisor

Timothy Runge, Ph.D.

Fourth Advisor

Becky A. Knickelbein, Ed.D.

Abstract

The purpose of this study was to determine the effect of four performance feedback conditions on the rate of improvement (ROI) and the final level of words correct per minute using a curriculum-based measure. The sample size consisted of 50 second-grade subjects who were administered oral reading fluency probes twice weekly for eight consecutive weeks. The second-grade subjects were randomly assigned to a feedback group where they were provided verbal performance feedback on either the number of errors read, the number of words read correctly, both the number of errors read and words read correctly, or no feedback was provided. Results showed a significant effect was found for the provision of errors on the dependent variable of ROI in that errors significantly decreased acceleration when compared to conditions in which errors were not provided. No significant results were found for the other feedback groups for either of the dependent variables.

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