Effectiveness of an early reading intervention in a semi-transparent orthography: A group randomised controlled trial

Solheim, Oddny Judith; Frijters, Jan C.; Lundetræ, Kjersti; Uppstad, Per Henning

doi:10.1016/j.learninstruc.2018.05.004

Cited by 41 publications

(55 citation statements)

References 36 publications

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“…Bosnian language has a socalled shallow or transparent orthography, meaning that the connections between the letters and speech sounds are consistent. It is a well-established fact that learning to read is easier in languages that have consistent grapheme-phoneme correspondence (transparent orthographies) than in languages that have inconsistencies (Solheim, Frijters, Lundetrae, & Uppstad, 2018). We believe that the results of this study could be transferable to similar languages as well, especially to the Serbian and Croatian language, as they are very similar to Bosnian and also have transparent orthography.…”

Section: Discussionmentioning

confidence: 55%

Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

Memišević

Herzegovina²,

Biščević³

et al. 2019

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Learning to read is one of the most important academic accomplishments in the early grades of elementary school. Knowing what factors contribute to reading ability would improve instructional practices. The goal of the present study was to examine the effects of semantic fluency, phonological fluency, rapid naming, inhibitory control, selective attention, and visual motor integration on reading fluency in 140 second and third grade students. The results of this study indica ted that significant predictors of reading fluency were: selective attention, semantic fluency, inhibitory control, and rapid naming. However, the association between predictor variables and reading fluency was moderated by the students' grade. The article concludes with some suggestions on how to improve reading fluency in elementary school children, given that all predictors are susceptible to instruction.

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Section: Discussionmentioning

confidence: 55%

Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

Memišević

Herzegovina²,

Biščević³

et al. 2019

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“…Additionally, future versions would benefit from implementing more adaptive algorithms to adjust contents to individual performance profiles. A recent study on the Norwegian version of GraphoLearn suggested that including adaptive features vs fixed levels did not significantly improve the game outcomes (Solheim, Frijters, Lundetrae, & Uppstad, 2018). However, the school-based setting in that study restricted the amount of time participants could play based on their engagement.…”

Section: Limitations and Implications For Future Grapholearn Versionsmentioning

confidence: 91%

(Swiss) GraphoLearn: an app-based tool to support beginning readers

Mehringer

Fraga-González

Pleisch

et al. 2020

RPTEL

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We assessed the Swiss-German version of GraphoLearn, a computer game designed to support reading by training grapheme-phoneme correspondences. A group of 34 children at risk for dyslexia trained three times a week during 14 weeks, on top of their standard school instruction. The sample was divided into two groups of 18 and 16 children, who started training at either the middle or the end of first grade. We found beneficial training effects in pseudoword reading in both training groups and for rapid automatized naming skills in the group that trained earlier. Our results suggest that both the efficiency in phonological decoding and rapid access to verbal representations are susceptible to facilitation by GraphoLearn. These findings confirm the utility of the training software as a tool to support school instruction and reading-related abilities in beginning readers. We discuss ideas to improve the content and outcomes of future versions of the training software.

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“…Further, it is important to determine whether identification at such an early stage as school entry is worthwhile, given that numbers of both false positives and false negatives are likely to be substantial (see Virinkoski et al, 2017). However, considering the promising effects reported from early interventions for students at risk of RD (see e.g., Saine et al, 2011;Solheim et al, 2018), we still believe that early identification followed by intensive support is the most effective solution. To ensure that early intervention is provided to the students who need it the most, close attention should be paid to students' response to literacy instruction during the first months of school.…”

Section: Implications For Practicementioning

confidence: 99%

“…Further, children who display poor reading skills during their first years of formal reading instruction run a high risk of remaining poor readers (Chard & Kameenui, 2000;Torppa et al, 2015). In the context of efforts to reduce this percentage, it has been found thatacross different orthographiesat-risk students can benefit from intensive reading interventions carried out at an early stage (Scammacca et al, 2007;Solheim et al, 2018). In fact, interventions in Grade 1 seem to be more effective than later interventions (Lovett et al, 2017;Torgesen, 2002).…”

Section: Introductionmentioning

confidence: 99%

Screening for Slow Reading Acquisition in Norway and Finland – a Quest for Context Specific Predictors

Solheim

Torppa

Uppstad

et al. 2020

Scandinavian Journal of Educational Research

Self Cite

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Early identification of children at risk of developing reading difficulties is crucial for effective interventions. While orthographies and educational contexts differ, predictors included in early at-risk screening tend to remain rather homogeneous across countries. In this study, we compared longitudinal prediction patterns of being among the 20 percent lowest performing in reading fluency by the end of Grade 1 in Norway (N = 918) and Finland (N =378). The two countries differ in orthographic consistency (semi-transparent versus transparent), age at school entry and pre-primary education. Letter knowledge, phoneme isolation and rapid automatized naming (RAN) were unique predictors in the Norwegian sample. Predictors in the Finnish sample were gender, phoneme blending, RAN, and reading status. The predictive model identified significantly more Finnish than Norwegian poor readers (46.2% versus 27.9%). The results suggest national screening instruments that are sensitive to educational context and orthography.

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Effectiveness of an early reading intervention in a semi-transparent orthography: A group randomised controlled trial

Cited by 41 publications

References 36 publications

Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

(Swiss) GraphoLearn: an app-based tool to support beginning readers

Screening for Slow Reading Acquisition in Norway and Finland – a Quest for Context Specific Predictors

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