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Corrective Feedback in Whole Language Teaching: Implications for Children with Learning Problems

Published online by Cambridge University Press:  26 February 2016

Barry A. Fields  and
Ann Kempe
Barry A. Fields*
Affiliation:
School of Education, University of Southern Queensland
Ann Kempe
Affiliation:
School of Education, University of Southern Queensland
*
Correspondence concerning this paper should be addressed to Dr Barry A Fields, Head of Program, Graduates Studies, School of Education, University of Southern Queensland.
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Abstract

Corrective feedback has long been regarded as an essential element in the teaching-learning process. There is, however, little agreement among educators as to what constitutes appropriate feedback. In reading instruction, views on error correction differ in relation to the perspective on reading adopted.

In this study, the corrective feedback of whole language teachers was examined. The responses of teachers to a set of oral reading miscues were compared to recommended practices for whole language practitioners and to ideal feedback behaviour based on a review of the literature on effective teaching. This information was then used as a basis for examining both the strengths and limitations of whole language instruction for children who experience difficulty in learning to read.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 16 , Issue 2 , 1992 , pp. 22 - 31
Copyright
Copyright © The Australian Association of Special Education 1992

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