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Abstract

This experiment investigated how the sequence of ability and effort attributional feedback over an extended period influences children's reading comprehension, attributions, and self-efficacy. Children with comprehension deficiencies participated in a training program that included instruction and practice in identifying important ideas. One group of children (ability-ability) periodically received ability feedback, a second group (effort-effort) received effort feedback, a third condition (ability-effort) was given ability feedback during the first half of the training program and effort feedback during the second half, and for a fourth group this sequence was reversed (effort-ability). Children who received ability feedback during the second half of training (ability-ability and effort-ability conditions) developed higher ability attributions and self-efficacy than subjects in the other two conditions. The sequence of extended attributional feedback did not differentially affect skill development. Implications for teaching are discussed.

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Extended Attributional Feedback: Sequence Effects During Remedial Reading Instruction

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