Formative Feedback in Reading Comprehension

Abstract

All people have a very important faculty that allows them to know and understand everything that surrounds them, it is the ability to read comprehension. The use and comprehension of texts for different purposes is a common activity that humans develop. It is common to read to learn, acquire new knowledge, investigate a topic of interest and have greater clarity about the comprehension of texts at any of its levels (literal, inferential, criteria). It is extremely necessary to apply adequate feedback to improve this faculty. The main objective of the research was to recognize what is known about formative feedback and reading comprehension and what aspects remain to be known. Methodologically, the research was exploratory, descriptive, for which the historical method is used and scientific articles, formative feedback references and reading comprehension are selected. The search for articles was carried out through different search engines such as Google Scholar, Scopus and Pub-med. Finally, 28 scientific articles from 2017 were selected. The results of the research conclude that adequate feedback is key to reading comprehension at any of its levels.