Differential effects of reading trainings on reading processes: a comparison in Grade 2 |
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| Authors: | Email author" target="_blank">Bettina?MüllerEmail author Axel?Mayer Tobias?Richter Ana?Kri?an Teresa?Hecht Marco?Ennemoser |
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| Institution: | 1.Department of Psychology,University of Kassel,Kassel,Germany;2.Department of Data Analysis,Ghent University,Gent,Belgium;3.Department of Psychology,Justus Liebig University of Giessen,Giessen,Germany |
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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. |
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