Differential effects of reading trainings on reading processes: a comparison in Grade 2

Abstract

Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All 490 B. Müller et al. 3interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training.

Causal Effects Based on Latent Variable Models

“…The EffectLiteR approach has been successfully applied to analyze average and conditional effects in various substantive examples especially from clinical psychology and educational science. For example, it has been used to estimate the effects of an autonomy-supportive intervention for teaching physics lessons in high school (Flunger, Mayer, & Umbach, 2018; Mayer, Umbach, Flunger, & Kelava, 2017), for analyzing the effects of inpatient psychotherapy on attachment characteristics (Kirchmann et al, 2011), for examining early transition to secondary school compared to late transition (Mayer, Nagengast, Fletcher, & Steyer, 2014), for evaluating a stress prevention program with teacher students (Karing & Beelmann, 2016), and for looking at differential effects of reading trainings on reading processes (Müller et al, 2015). Most of these examples include either latent covariates or latent outcome variables in the statistical model.…”

From reading strategy instruction to student reading achievement: The mediating role of student motivational factors

“…Teacher instruction not only improves reading comprehension ability but also helps promote reading self‐regulation (de Corte, Verschaffel, & van de Ven, ; McKeown et al, ; Oakhill & Cain, ; Pressley, ; Spörer & Schünemann, ; Spörer et al, ; van Keer, ). Even so, some fundamental issues about reading strategy instruction have been inconclusive and need further study, such as the types and frequency of strategies taught in reading lessons, the best time for students to internalize these strategies (Duke & Pearson, ; Ness, ; Sonnenschein, Stapleton, & Benson, ), and student age groups (upper primary grades or lower grades) for achieving optimal effects (Müller et al, ). As these issues are related to pedagogical approaches that may benefit primary‐school students struggling with reading comprehension (Hartman, ), we addressed some of the research gaps by using a large‐scale assessment database of Hong Kong students, in a high reading achieving region, to understand how student achievement is influenced by instructional practices and motivational factors.…”

Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders

“…These interventions explicitly target on higher-order skills of integration and comprehension and waive teaching phonem-code strategies. Nevertheless, some studies have also found positive side-effects on accuracy and fluency of word reading ( Suggate, 2014 ; Potocki et al, 2015 ; for effects on fluency, see Müller et al, 2015a ).…”