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Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders

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-speaki...

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Autores principales: Müller, Bettina, Richter, Tobias, Karageorgos, Panagiotis, Krawietz, Sabine, Ennemoser, Marco
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5611416/
https://www.ncbi.nlm.nih.gov/pubmed/28979233
http://dx.doi.org/10.3389/fpsyg.2017.01635
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author Müller, Bettina
Richter, Tobias
Karageorgos, Panagiotis
Krawietz, Sabine
Ennemoser, Marco
author_facet Müller, Bettina
Richter, Tobias
Karageorgos, Panagiotis
Krawietz, Sabine
Ennemoser, Marco
author_sort Müller, Bettina
collection PubMed
description 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.
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spelling pubmed-56114162017-10-04 Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders Müller, Bettina Richter, Tobias Karageorgos, Panagiotis Krawietz, Sabine Ennemoser, Marco Front Psychol Psychology 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. Frontiers Media S.A. 2017-09-20 /pmc/articles/PMC5611416/ /pubmed/28979233 http://dx.doi.org/10.3389/fpsyg.2017.01635 Text en Copyright © 2017 Müller, Richter, Karageorgos, Krawietz and Ennemoser. 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
Müller, Bettina
Richter, Tobias
Karageorgos, Panagiotis
Krawietz, Sabine
Ennemoser, Marco
Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders
title Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders
title_full Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders
title_fullStr Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders
title_full_unstemmed Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders
title_short Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders
title_sort effects of a syllable-based reading intervention in poor-reading fourth graders
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5611416/
https://www.ncbi.nlm.nih.gov/pubmed/28979233
http://dx.doi.org/10.3389/fpsyg.2017.01635
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