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Feedback Practices on Young Students' Oral Reading: A Systematic Review

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Title: Feedback Practices on Young Students' Oral Reading: A Systematic Review
Language: English
Authors: Karianne Megard Grønli (ORCID 0009-0002-3906-0353), Bente Rigmor Walgermo (ORCID 0000-0002-1414-6014), Erin Margaret McTigue (ORCID 0000-0002-3245-9719), Per Henning Uppstad (ORCID 0000-0002-5775-9830)
Source: Review of Educational Research. 2026 96(2):391-434.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 44
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Education
Descriptors: Literature Reviews, Oral Reading, Feedback (Response), Elementary School Students, Beginning Reading, Reading Instruction, Student Evaluation, Educational Practices, Delivery Systems, Personal Autonomy, Student Characteristics, Evaluation Methods
DOI: 10.3102/00346543241306070
ISSN: 0034-6543
1935-1046
Abstract: When beginning readers read aloud, the teacher's feedback affects their reader identities. Teacher's feedback may also imprint a strong model of what reading is and what proficient readers do. This systematic review investigates the characteristics of teachers' feedback on elementary students' reading and furthers its potential to support students' agency in learning to read. A total of 52 empirical studies in K-5 settings were identified and analyzed. Findings suggest clear associations between how feedback was presented and what aspects of reading were targeted: typically, either explicit feedback on decoding or implicit feedback on meaning. Further, support for student agency was more strongly associated with implicit feedback practices. Finally, two groups of students--struggling readers and L2 learners--tended to receive feedback that does not promote agency. The review concludes by discussing the potential of feedback practices to support students in becoming proficient and independent readers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500350
Database: ERIC
FullText Text:
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  Data: Feedback Practices on Young Students' Oral Reading: A Systematic Review
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Karianne+Megard+Grønli%22">Karianne Megard Grønli</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-3906-0353">0009-0002-3906-0353</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bente+Rigmor+Walgermo%22">Bente Rigmor Walgermo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1414-6014">0000-0002-1414-6014</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erin+Margaret+McTigue%22">Erin Margaret McTigue</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3245-9719">0000-0002-3245-9719</externalLink>)<br /><searchLink fieldCode="AR" term="%22Per+Henning+Uppstad%22">Per Henning Uppstad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5775-9830">0000-0002-5775-9830</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Educational+Research%22"><i>Review of Educational Research</i></searchLink>. 2026 96(2):391-434.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 44
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Delivery+Systems%22">Delivery Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink>
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  Data: 10.3102/00346543241306070
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  Data: 0034-6543<br />1935-1046
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: When beginning readers read aloud, the teacher's feedback affects their reader identities. Teacher's feedback may also imprint a strong model of what reading is and what proficient readers do. This systematic review investigates the characteristics of teachers' feedback on elementary students' reading and furthers its potential to support students' agency in learning to read. A total of 52 empirical studies in K-5 settings were identified and analyzed. Findings suggest clear associations between how feedback was presented and what aspects of reading were targeted: typically, either explicit feedback on decoding or implicit feedback on meaning. Further, support for student agency was more strongly associated with implicit feedback practices. Finally, two groups of students--struggling readers and L2 learners--tended to receive feedback that does not promote agency. The review concludes by discussing the potential of feedback practices to support students in becoming proficient and independent readers.
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  Data: 2026
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  Data: EJ1500350
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1500350
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        Value: 10.3102/00346543241306070
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 44
        StartPage: 391
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Beginning Reading
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Educational Practices
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      – SubjectFull: Delivery Systems
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Evaluation Methods
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      – TitleFull: Feedback Practices on Young Students' Oral Reading: A Systematic Review
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