Addressing Semantics Promotes the Development of Reading Fluency

Autor/inn/en	Berends, Inez E.; Reitsma, Pieter
Titel	Addressing Semantics Promotes the Development of Reading Fluency
Quelle	In: Applied Psycholinguistics, 27 (2006) 2, S.247-265 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716406060279
Schlagwörter	Reading Fluency; Semantics; Grade 2; Grade 1; Elementary School Students; Reading Difficulties; Training; Orthographic Symbols + Suchen Sie Ihr Suchwort? Semantik; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Ausbildung
Abstract	In two experimental training studies we examined the hypothesis that an emphasis on the meaning of a word is more effective than merely focusing on the orthography to increase reading fluency. Reading delayed children from Grade 1 (mean age = 7.3 years) and two groups from Grade 2 (mean age = 8.3 and 7.8 years) repeatedly read words while focusing either on the orthography or on the semantics of the word. Furthermore, the claim that limited exposure duration during training further promotes fluency was examined. The results show that the semantic based exercises yield more effect than orthographic training, especially for Grade 2 students. No beneficial effect is found for limited presentation duration. The results strongly suggest that practice with printed words with a specific focus on the semantic characteristics effectively promotes the attainment of reading fluency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10