A (Sub)-Lexical Patterns Training with Racetracks on Trained and Untrained Words in Low-Literacy German Students with Behavior Problems with and without Learning Disabilities

Autor/inn/en	Barwasser, Anne; Hertel, Sophia; Grünke, Matthias
Titel	A (Sub)-Lexical Patterns Training with Racetracks on Trained and Untrained Words in Low-Literacy German Students with Behavior Problems with and without Learning Disabilities
Quelle	In: Learning Disabilities: A Contemporary Journal, 19 (2021) 2, S.143-159 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Foreign Countries; Student Behavior; Behavior Problems; Learning Disabilities; Reading Skills; Intervention; Reading Instruction; Elementary School Students; Student Motivation; Game Based Learning; Grade 3; Grade 4; German; Peer Teaching; Tutoring; Instructional Effectiveness; Germany + Suchen Sie Ihr Suchwort? Ausland; Student behaviour; Schülerverhalten; Learning handicap; Lernbehinderung; Reading skill; Lesefertigkeit; Leseunterricht; Schulische Motivation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Deutscher; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Unterrichtserfolg; Deutschland
Abstract	The ability to read adequately is one of the most important skills for students to achieve during their school career. Unfortunately, a large number of children do not have adequate reading skills and thus may face problems in many respects throughout their lives. Children with learning disabilities (LD) and behavioral problems are particularly prone to fall into this category and may additionally experience a general lack of motivation to learn. In the context of improving reading skills, fostering lexical and sublexical reading has proven successful. This single-case study (N = 5) investigated the effect of using a motivating intervention consisting of a (sub)lexical patterns training in combination with reading racetracks for the automation of common German sublexical patterns to improve the reading of trained and untrained words. The intervention, which was carried out three times a week for 20 minutes each over a period of five weeks, showed promising results, also in the follow-up measurements, including medium to strong effects on training words and small to strong effects on transfer words. These findings offer preliminary evidence of how to combine reading racetracks to create transfer effects in reading for low-achieving primary school students with severe learning and behavioral issues. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01