Understanding Virginia Reading Specialists' Corrective Feedback During Oral Reading 45 views

In Virginia, important work is underway to address inequitable literacy outcomes (McGinty et al., 2021). The Virginia Literacy Act (VLA, 2022) provides Virginia educators with critical resources—evidence-based knowledge, skills, practices, and instructional materials—to ensure that all students in the Commonwealth receive reading instruction aligned with research evidence. Despite the dedicated technical support provided by Virginia Literacy Partnerships (VLP), reform efforts may be hindered by a lack of teacher guidance in approved core reading programs for providing corrective feedback during reading instruction. Research was conducted to better understand Virginia reading specialists’ current corrective feedback practices and decisions. Findings from a survey of 177 reading specialists indicated a clear preference for sustaining graphophonemic feedback provided at the end of a sentence or short paragraph and a prioritized goal of supporting decoding and word reading accuracy. Despite these strong preferences, reading specialists’ corrective feedback was found to vary based on their experience and professional learning, as well as characteristics of the error episode. Virginia reading specialists’ feedback decisions seemed to be grounded in complex frames of reference that included pedagogical orientation, beliefs, learning goals, affective considerations, and resources. The findings in this Capstone project will be used to inform professional learning for effective corrective feedback in support of Virginia Literacy Partnerships and Virginia educators.

EDD (Doctor of Education)

feedback; oral reading

English

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2025-11-30