The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students: An Exploration across Countries

Autor/inn/en	Fälth, Linda; Brkovic, Irma; Kerestes, Gordana; Svensson, Idor; Hjelmquist, Erland; Tjus, Tomas
Titel	The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students: An Exploration across Countries
Quelle	In: Reading Psychology, 44 (2023) 3, S.225-241 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fälth, Linda) ORCID (Brkovic, Irma) ORCID (Kerestes, Gordana) ORCID (Svensson, Idor) ORCID (Hjelmquist, Erland)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2022.2141399
Schlagwörter	Reading Skills; Intervention; Skill Development; Foreign Countries; Reading Difficulties; Comparative Analysis; Reading Comprehension; Decoding (Reading); Spelling; Cross Cultural Studies; Elementary School Students; Grade 2; Grade 3; Croatia; Sweden + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Reading difficulty; Leseschwierigkeit; Leseverstehen; Dekodierung; Schreibweise; Cultural comparison; Kulturvergleich; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Kroatien; Schweden
Abstract	The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils' reading development in two different countries with different educational systems and as diverse orthographies as the shallow Croatian and the relatively deep Swedish orthography. It became clear that the Swedish teachers have a tradition of implementing interventions as opposed to in Croatia where there is no tradition of teachers conducting intervention studies in school. Comparing different school systems is difficult which is evident in the results that differ between the two countries. However, the results indicate that the multimodal reading training program used in the intervention had positive effects on pupils' literacy development, including decoding, spelling, and reading comprehension in both countries. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01