Does feedback targeting text comprehension trigger the use of reading strategies or changes in readers' attitudes? A meta‐analysis

Background Previous meta-analyses have shown that feedback targeting text comprehension given when students perform a reading task positively influences learning from text. So far, differences in the effects of were explained by design features, such as timing and richness feedback. In present study, we aim to investigate cognitive affective processes might be triggered comprehension. Method Two performed on intervention studies included statistics for both effect use strategies (k = 8) or readers' attitudes towards 10) We first tested whether significantly affected attitudes. then meta-regression analysis test if magnitude predicted gains Results Feedback had positive significant impact (g+ 0.61) 0.34). Additionally, was related did not influence task. Also, no found these studies. Conclusions helps apply more often and/or efficiently, even they read new texts without help This transfer practiced turn fosters Due scarce number studies, results meta-analysis should interpreted an incentive field research unify empirical approaches integrated study