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Teacher feedback is an important aspect of any classroom. However, because of the increasing demands on teachers’ time, the delivery of feedback to students has been reduced. The author investigated the types and necessity of teacher feedback for students with learning challenges. The method for analysis was in the form of written teacher feedback. The author gave 22 5th-grade students from an urban school 5 sentences to rewrite and correctly punctuate and capitalize. The author concluded that written teacher feedback did not harm students’ self-esteem, but rather it positively affected student performance. Results are consistent with earlier studies on the necessity for feedback and the influence of feedback on the self-esteem of students with learning disabilities.
Lisa Siewert (Sat,) studied this question.