Written Feedback Strategies Used by Special Education Teachers

Abstract

This study investigated corrective and noncorrective feedback strategies used by special educators responding to students' academic work-sheets. Ninety-nine graduate students in special education curriculum courses provided written feedback to completed arithmetic, spelling, and written expression assignments. Two levels of task difficulty were used for the arithmetic and written expression tasks. Frequency distributions and chi-square analyses indicated a significant difference on the arithmetic task, with teachers offering a greater proportion of corrective strategies on the more difficult assignment (long division). An analysis of feedback strategies used by special educators across tasks showed two prominent strategies, one corrective and one noncorrective in nature. The need for teachers to use corrective strategies that go beyond frequency measures is discussed. Implications for personnel preparation include suggestions for translating research evidence into instructional practices.