The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied to examine how each of the students uniquely responded to the diagnostic feedback intervention. The study findings show that providing students with individualized feedback that is skill-based and provides strategies to target chosen areas gives them a far greater understanding of their strengths and weaknesses and how to best target these areas over simply providing an achievement level. Assessment which informs students’ current skills of reading comprehension can support students’ learning. Intervention that moves between teacher and student allows for the adjustment of students’ cognitive and metacognitive processes. Providing students with skills and strategies through feedback allows them to increase their self-regulation and motivation to learn.

中文翻译：

---

整体诊断反馈干预对提高挣扎的阅读者阅读能力的影响

本研究检查了年轻读者对定制诊断反馈干预措施的反应方式。为六名初中学生提供了个性化的反馈和干预支持，这些学生的个人资料是根据多种数据源制定的，这些数据源考虑了学生的兴趣，学习偏好和阅读准备水平。应用了一个多案例研究方法来检查每个学生对诊断反馈干预的独特反应。研究结果表明，为学生提供基于技能的个性化反馈，并提供针对选定领域的策略，使他们对自己的优缺点有更深入的了解，以及如何在仅提供成就水平的情况下最好地针对这些领域。评估可以告知学生当前的阅读理解能力，可以支持学生的学习。师生之间的干预可以调整学生的认知和元认知过程。通过反馈为学生提供技能和策略，使他们能够增强自我调节和学习动力。