Literaturnachweis - Detailanzeige
Autor/inn/en | Heikkilä, Riikka; Aro, Mikko; Närhi, Vesa; Westerholm, Jari; Ahonen, Timo |
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Titel | Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial with Poor Readers from Second and Third Grade |
Quelle | In: Scientific Studies of Reading, 17 (2013) 6, S.398-414 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-8438 |
DOI | 10.1080/10888438.2012.753452 |
Schlagwörter | Foreign Countries; Syllables; Reading Instruction; Recognition (Psychology); Reading Rate; Computer Assisted Instruction; Finno Ugric Languages; Reading Difficulties; Elementary School Students; Grade 2; Grade 3; Naming; Reading Improvement; Transfer of Training; Instructional Effectiveness; Pretests Posttests; Statistical Analysis; Finland Ausland; Silbe; Leseunterricht; Recognition; Wiedererkennen; Reading readiness; Reading speed; Lesegeschwindigkeit; Computer based training; Computerunterstützter Unterricht; Reading difficulty; Leseschwierigkeit; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Training; Transfer; Ausbildung; Unterrichtserfolg; Statistische Analyse; Finnland |
Abstract | Repeated reading of infrequent syllables has been shown to increase reading speed at the word level in a transparent orthography. This study confirms these results with a computer-based training method and extends them by comparing the training effects of short syllables and long frequent and infrequent syllables, controlling for rapid automatized naming. Our results, based on a sample of 150 poor readers of Finnish, showed clear gains in reading speed regarding all trained syllables, but a transfer effect to the word level was evident only in the case of long infrequent syllables. Rapid automatized naming was associated with initial reading speed, but not with the training effect. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |