A fact retrieval account of the acceleration phenomenon.

Autor/inn/en	Nagler, Telse; Lindberg, Sven; Hasselhorn, Marcus
Titel	A fact retrieval account of the acceleration phenomenon.
Quelle	Aus: Khateb, Asaid (Hrsg.); Bar-Kochva, Irit (Hrsg.): Reading fluency. Current insights from neurocognitive research and intervention studies. Cham: Springer (2016) S. 107-123 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Literacy studies. 12
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-319-30476-3; 978-3-319-30476-2; 9783319304786
DOI	10.1007/978-3-319-30478-6_7
Schlagwörter	Empirische Forschung; Kognitiver Prozess; Leistungssteigerung; Lesefertigkeit; Lesegeschwindigkeit; Leseverstehen; Training; Intervention; Strategie; Informationsverarbeitung
Abstract	Breznitz [...] demonstrated that a fading manipulation, which continuously erases text based on the individual reading rate, results in improved reading performance. Several studies using this fading procedure showed that children as well as adults with different reading proficiency levels and in different languages were able to increase their reading rate and reading comprehension in a fading condition, characterizing the Acceleration Phenomenon. Considering the close interconnection of reading fluency and reading comprehension, a fact retrieval account for achievement enhancements induced by the fading manipulation is presented in this chapter. It is hypothesized, that if information can be processed at a high level of automaticity and available lexical entries can be accessed rapidly, reading performance can be improved by means of imposing a time limitation. Hence, the nature of the fading manipulation may induce a shift to faster and more elaborated strategies, such as direct fact retrieval, resulting in improved performance. Different empirical outcomes from the reading and the arithmetic domain are demonstrated and the generalizability of the Acceleration Phenomenon across academic domains is discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1