The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions, summarizing, clarifying, and predicting. Responses to a post-reading interview were coded to identify how well the students implemented the strategies, and this information was then used to provide performance feedback to the students. The use of the comprehension strategies and subsequent reading comprehension increased after receiving the feedback. Directions for practice and future research are included.
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