Müller, Bettina ; Richter, Tobias ; Karageorgos, Panagiotis ; Krawietz, Sabine ; Ennemoser, Marco (2017)
Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders.
In: Frontiers in Psychology, 8
doi: 10.3389/fpsyg.2017.01635
Artikel, Bibliographie
Dies ist die neueste Version dieses Eintrags.
Kurzbeschreibung (Abstract)
In transparent orthographies, persistent reading fluency difficulties are a major cause of poor reading skills in primary school. The purpose of the present study was to investigate effects of a syllable-based reading intervention on word reading fluency and reading comprehension among German-speaking poor readers in Grade 4. The 16-session intervention was based on analyzing the syllabic structure of words to strengthen the mental representations of syllables and words that consist of these syllables. The training materials were designed using the 500 most frequent syllables typically read by fourth graders. The 75 poor readers were randomly allocated to the treatment or the control group. Results indicate a significant and strong effect on the fluency of recognizing single words, whereas text-level reading comprehension was not significantly improved by the training. The specific treatment effect provides evidence that a short syllable-based approach works even in older poor readers at the end of primary school.
| Typ des Eintrags: | Artikel |
|---|---|
| Erschienen: | 2017 |
| Autor(en): | Müller, Bettina ; Richter, Tobias ; Karageorgos, Panagiotis ; Krawietz, Sabine ; Ennemoser, Marco |
| Art des Eintrags: | Bibliographie |
| Titel: | Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders |
| Sprache: | Englisch |
| Publikationsjahr: | 20 September 2017 |
| Ort: | Lausanne |
| Verlag: | Frontiers Media S.A. |
| Titel der Zeitschrift, Zeitung oder Schriftenreihe: | Frontiers in Psychology |
| Jahrgang/Volume einer Zeitschrift: | 8 |
| Kollation: | 9 Seiten |
| DOI: | 10.3389/fpsyg.2017.01635 |
| Zugehörige Links: | |
| Kurzbeschreibung (Abstract): | In transparent orthographies, persistent reading fluency difficulties are a major cause of poor reading skills in primary school. The purpose of the present study was to investigate effects of a syllable-based reading intervention on word reading fluency and reading comprehension among German-speaking poor readers in Grade 4. The 16-session intervention was based on analyzing the syllabic structure of words to strengthen the mental representations of syllables and words that consist of these syllables. The training materials were designed using the 500 most frequent syllables typically read by fourth graders. The 75 poor readers were randomly allocated to the treatment or the control group. Results indicate a significant and strong effect on the fluency of recognizing single words, whereas text-level reading comprehension was not significantly improved by the training. The specific treatment effect provides evidence that a short syllable-based approach works even in older poor readers at the end of primary school. |
| Freie Schlagworte: | older poor readers, primary school, word reading fluency, reading comprehension, syllable-based intervention |
| ID-Nummer: | Artikel-ID: 1635 |
| Zusätzliche Informationen: | This article is part of the Research Topic: Fluency and reading comprehension in typical readers and dyslexics readers: Volume I Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology |
| Sachgruppe der Dewey Dezimalklassifikatin (DDC): | 100 Philosophie und Psychologie > 150 Psychologie 700 Künste und Unterhaltung > 796 Sport |
| Fachbereich(e)/-gebiet(e): | 03 Fachbereich Humanwissenschaften 03 Fachbereich Humanwissenschaften > Institut für Sportwissenschaft |
| Hinterlegungsdatum: | 12 Mär 2024 07:41 |
| Letzte Änderung: | 12 Mär 2024 07:41 |
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| Suche nach Titel in: | TUfind oder in Google |
Verfügbare Versionen dieses Eintrags
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Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders. (deposited 08 Mär 2024 13:08)
- Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders. (deposited 12 Mär 2024 07:41) [Gegenwärtig angezeigt]
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