Abstract: Feedback can support students’ Self-Regulated Learning (SRL) behaviors and performance when answering reading comprehension questions. However, teachers often struggle to give timely and effective feedback, and students may experience challenges responding to it. In this study we examined students’ reading and SRL behaviors after receiving feedback from their teachers. We examined 1,072 questions attempted by 670 students. First, we examined the extent in which students revised their responses after receiving feedback. Second, we examined the association of reading and SRL behaviors with student scores after feedback using hierarchical linear modeling. Third, we examined relationships between the type of feedback received and subsequent student behaviors by coding teacher feedback comments. Findings indicate that students who revised their answers more improved their scores on resubmission. The number of reading events was positively and statistically significantly associated with improved scores although the effect size was small. Teacher feedback in writing conventions was shown to produce fewer reading and SRL behaviors when compared to other types of feedback. These findings suggest that teacher feedback can help students employ reading and SRL behaviors and improve their reading comprehension under the right conditions. We discuss recommendations and possible design implications for online reading platforms.