Many high school students struggle to efficiently read complex digital documents that require different self-regulating processes, such as evaluating the quality of information online or integrating information from multiple documents. To foster these processes, we designed and tested a long-term dynamic approach in which 700 students from Grades 7 to 10 answered adjunct comprehension questions and received immediate feedback, either about the performance (corrective) or about different processes and strategies for answering the questions (elaborated). The program's duration was 16 weeks, with weekly reading sessions. A waiting-list of students served as the control group. Surprisingly, the impact of feedback on comprehension scores varied across samples. In some cases, its influence also differed depending on the specific comprehension process being targeted. These outcomes were partially mediated by the time students devoted to revising their responses after receiving feedback. I will conclude by discussing the benefits and limitations of dynamic assessment interventions tailored to students’ educational levels.
