Feedback in the comprehension of written texts. A systematic review of the literature
Abstract
This article presents a systematic review of research examining the relationship between feedback and reading comprehension in primary school contexts. The review includes studies published in the last ten years, retrieved from databases such as EDUCATION DATA BASE (ProQuest), SCIELO, SCOPUS, and Google Scholar, using the keywords “feedback” and “reading comprehension.” A total of 35 studies meeting the inclusion criteria were selected.
The analysis revealed that feedback has a positive impact on students' reading comprehension, especially when implemented as part of formative assessment practices focused on both general and specific learning goals. The review also identifies feedback typologies that support improved comprehension in both face-to-face and online instructional settings.
These findings underscore the relevance of feedback not only for comprehension, but also for enhancing students’ motivation and self-perception as readers. Based on the evidence reviewed, the study suggests that feedback should be regarded as a sustained pedagogical strategy to support reading instruction.
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