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Text-fading based training leads to transfer effects on children's sentence reading fluency
Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension). In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. Howev...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4322541/ https://www.ncbi.nlm.nih.gov/pubmed/25713554 http://dx.doi.org/10.3389/fpsyg.2015.00119 |
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author | Nagler, Telse Korinth, Sebastian P. Linkersdörfer, Janosch Lonnemann, Jan Rump, Björn Hasselhorn, Marcus Lindberg, Sven |
author_facet | Nagler, Telse Korinth, Sebastian P. Linkersdörfer, Janosch Lonnemann, Jan Rump, Björn Hasselhorn, Marcus Lindberg, Sven |
author_sort | Nagler, Telse |
collection | PubMed |
description | Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension). In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of 3 weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children. |
format | Online Article Text |
id | pubmed-4322541 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-43225412015-02-24 Text-fading based training leads to transfer effects on children's sentence reading fluency Nagler, Telse Korinth, Sebastian P. Linkersdörfer, Janosch Lonnemann, Jan Rump, Björn Hasselhorn, Marcus Lindberg, Sven Front Psychol Psychology Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension). In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of 3 weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children. Frontiers Media S.A. 2015-02-10 /pmc/articles/PMC4322541/ /pubmed/25713554 http://dx.doi.org/10.3389/fpsyg.2015.00119 Text en Copyright © 2015 Nagler, Korinth, Linkersdörfer, Lonnemann, Rump, Hasselhorn and Lindberg. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Nagler, Telse Korinth, Sebastian P. Linkersdörfer, Janosch Lonnemann, Jan Rump, Björn Hasselhorn, Marcus Lindberg, Sven Text-fading based training leads to transfer effects on children's sentence reading fluency |
title | Text-fading based training leads to transfer effects on children's sentence reading fluency |
title_full | Text-fading based training leads to transfer effects on children's sentence reading fluency |
title_fullStr | Text-fading based training leads to transfer effects on children's sentence reading fluency |
title_full_unstemmed | Text-fading based training leads to transfer effects on children's sentence reading fluency |
title_short | Text-fading based training leads to transfer effects on children's sentence reading fluency |
title_sort | text-fading based training leads to transfer effects on children's sentence reading fluency |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4322541/ https://www.ncbi.nlm.nih.gov/pubmed/25713554 http://dx.doi.org/10.3389/fpsyg.2015.00119 |
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