EFFECTS OF WRITTEN FEEDBACK IN READING ON BEHAVIORALLY DISORDERED STUDENTS

The effects of written feedback on accuracy in reading with 5 students enrolled in a self-contained classroom for behaviorally disordered children and youth were evaluated. Written feedback, placed on students' reading assignments, was evaluated in a multiple baseline design across students. The outcomes indicated improved accuracy in reading when written feedback was provided by the teacher. This finding was replicated across all 5 students. The students also rated the written feedback procedure favorably. Differences between previous research and the present outcomes were examined. The benefits of using written feedback as an intervention procedure with behaviorally disordered children, youth, and other student populations are discussed.