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Effects of a syllable-based reading intervention in poor-reading fourth graders

Please always quote using this URN: urn:nbn:de:bvb:20-opus-158841
  • 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 usingIn 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.show moreshow less

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Metadaten
Author: Bettina Müller, Tobias Richter, Panagiotis Karageorgos, Sabine Krawietz, Marco Ennemoser
URN:urn:nbn:de:bvb:20-opus-158841
Document Type:Journal article
Faculties:Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut für Psychologie
Language:English
Parent Title (English):Frontiers in Psychology
Year of Completion:2017
Volume:8
Issue:1635
Source:Frontiers in Psychology 8:1635 (2017). DOI: 10.3389/fpsyg.2017.01635
DOI:https://doi.org/10.3389/fpsyg.2017.01635
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Tag:older poor readers; primary school; reading comprehension; syllable-based intervention; word reading fluency
Release Date:2018/03/27
Collections:Open-Access-Publikationsfonds / Förderzeitraum 2017
Licence (German):License LogoCC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International