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Differential effects of reading trainings on reading processes: a comparison in Grade 2

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Abstract
Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training.
Keywords
Struggling readers, Reading strategy training, Phonics instruction, Fluency training, Differential treatment effects, INDIVIDUAL-DIFFERENCES, STRATEGIES INSTRUCTION, TEXT COMPREHENSION, YOUNG-CHILDREN, WORD-RECOGNITION, FLUENCY, INTERVENTION, SKILLS, METAANALYSIS, Cognitive processes in reading, INFERENCES

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MLA
Mueller, Bettina et al. “Differential Effects of Reading Trainings on Reading Processes: a Comparison in Grade 2.” ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT 18.3 (2015): 489–512. Print.
APA
Mueller, B., Mayer, A., Richter, T., Krizan, A., Hecht, T., & Ennemoser, M. (2015). Differential effects of reading trainings on reading processes: a comparison in Grade 2. ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT, 18(3), 489–512.
Chicago author-date
Mueller, Bettina, Axel Mayer, Tobias Richter, Ana Krizan, Teresa Hecht, and Marco Ennemoser. 2015. “Differential Effects of Reading Trainings on Reading Processes: a Comparison in Grade 2.” Zeitschrift Fur Erziehungswissenschaft 18 (3): 489–512.
Chicago author-date (all authors)
Mueller, Bettina, Axel Mayer, Tobias Richter, Ana Krizan, Teresa Hecht, and Marco Ennemoser. 2015. “Differential Effects of Reading Trainings on Reading Processes: a Comparison in Grade 2.” Zeitschrift Fur Erziehungswissenschaft 18 (3): 489–512.
Vancouver
1.
Mueller B, Mayer A, Richter T, Krizan A, Hecht T, Ennemoser M. Differential effects of reading trainings on reading processes: a comparison in Grade 2. ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT. 2015;18(3):489–512.
IEEE
[1]
B. Mueller, A. Mayer, T. Richter, A. Krizan, T. Hecht, and M. Ennemoser, “Differential effects of reading trainings on reading processes: a comparison in Grade 2,” ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT, vol. 18, no. 3, pp. 489–512, 2015.
@article{7011747,
  abstract     = {Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training.},
  author       = {Mueller, Bettina and Mayer, Axel and Richter, Tobias and Krizan, Ana and Hecht, Teresa and Ennemoser, Marco},
  issn         = {1434-663X},
  journal      = {ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT},
  keywords     = {Struggling readers,Reading strategy training,Phonics instruction,Fluency training,Differential treatment effects,INDIVIDUAL-DIFFERENCES,STRATEGIES INSTRUCTION,TEXT COMPREHENSION,YOUNG-CHILDREN,WORD-RECOGNITION,FLUENCY,INTERVENTION,SKILLS,METAANALYSIS,Cognitive processes in reading,INFERENCES},
  language     = {eng},
  number       = {3},
  pages        = {489--512},
  title        = {Differential effects of reading trainings on reading processes: a comparison in Grade 2},
  url          = {http://dx.doi.org/10.1007/s11618-015-0648-0},
  volume       = {18},
  year         = {2015},
}

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