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

Müller, Bodo; Richter, Tobias; Karageorgos, Panagiotis; Krawietz, Sabine A.; Ennemoser, Marco

doi:10.3389/fpsyg.2017.01635

Cited by 18 publications

(11 citation statements)

References 42 publications

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“…Therapies to improve the reading performance of dyslexics include therapies based on the discrimination of auditory stimuli [ 5 , 6 , 7 , 8 , 9 , 10 ], Phonological Awareness which comprises different approaches that are intended to promote reading skills [ 11 ], decomposing words into syllables and sounds [ 12 , 13 , 14 , 15 , 16 , 17 , 18 ], identifying phonems in words [ 19 , 20 , 21 ], naming letters, objects, numbers and colors [ 15 , 22 ], and rhyming [ 23 ]. Other therapies are based on visual movement discrimination training [ 24 , 25 , 26 , 27 , 28 ], a training to improve eye movement control [ 29 , 30 , 31 , 32 ], and syllable segmentation [ 33 , 34 , 35 , 36 ]. Therapy studies focused on breaking up words into syllables improved reading performance in children.…”

Section: Introductionmentioning

confidence: 99%

Dyslexic Readers Improve without Training When Using a Computer-Guided Reading Strategy

Werth¹

2021

Brain Sciences

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Background: Flawless reading presupposes the ability to simultaneously recognize a sequence of letters, to fixate words at a given location for a given time, to exert eye movements of a given amplitude, and to retrieve phonems rapidly from memory. Poor reading performance may be due to an impairment of at least one of these abilities. Objectives: It was investigated whether reading performance of dyslexic children can be improved by changing the reading strategy without any previous training. Methods: 60 dyslexic German children read a text without and with the help of a computer. A tailored computer program subdivided the text into segments that consisted of no more letters than the children could simultaneously recognize, indicated the location in the segments to which the gaze should be directed, indicated how long the gaze should be directed to each segment, which reading saccades the children should execute, and when the children should pronounce the segments. The computer aided reading was not preceded by any training. Results: It was shown that the rate of reading mistakes dropped immediately by 69.97% if a computer determined the reading process. Computer aided reading reached the highest effect size of Cohen d = 2.649. Conclusions: The results show which abilities are indispensable for reading, that the impairment of at least one of the abilities leads to reading deficiencies that are diagnosed as dyslexia, and that a computer-guided, altered reading strategy immediately reduces the rate of reading mistakes. There was no evidence that dyslexia is due to a lack of eye movement control or reduced visual attention.

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Section: Introductionmentioning

confidence: 99%

Dyslexic Readers Improve without Training When Using a Computer-Guided Reading Strategy

Werth¹

2021

Brain Sciences

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“…The second approach— repeated reading —refers to repetitive reading of sublexical items (e.g., syllables), words, sentences, or texts. Although some studies have shown positive effects on students' word reading fluency from repeated reading intervention (e.g., Müller, Richter, Karageorgos, Krawietz, & Ennemoser, 2017), several intervention studies from shallow orthographies have shown that the effects tend to be item‐specific and do not produce improvements in general reading fluency (Berends & Reitsma, 2007; Heikkilä, Aro, Närhi, Westerholm, & Ahonen, 2013; Hintikka, Landerl, Aro, & Lyytinen, 2008; Marinus, de Jong, & van der Leij, 2012; Thaler, Ebner, Wimmer, & Landerl, 2004). Thus, the development of effective evidence‐based methods to promote children's reading fluency is still in progress.…”

Section: Introductionmentioning

confidence: 99%

Is part‐time special education beneficial for children at risk for reading difficulties? An example from Estonia

2019

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This longitudinal quasi‐experimental study examined the general efficiency of part‐time special education for students at risk for reading difficulties in Estonian primary schools. Participants were selected from 464 students whose pre‐reading and reading skills were assessed for the study at the beginning of school. Eighty‐four of these children received part‐time special education support throughout the first grade (treatment group). Statistical matching was used to find a control group similar to the treatment group on pre‐reading skills and parental educational level but who did not receive extra help (control group; 84 children). Students' reading fluency and task persistence were assessed at the end of Grade 1 and Grade 2. Neither group differed in reading fluency nor task persistence at the end of either grade. Developmental trajectories of those treatment group children who received additional support only for reading and spelling difficulties did not differ from those who received this support for concurrent developmental disorders in addition to reading and spelling difficulties. Our findings indicate that a full‐year of special education support in the form of extra lessons without a prior diagnostic assessment, frequent progress monitoring, or focused interventions might not be an effective way to support children with reading difficulties.

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“…The authors asserted that those findings challenged the theory that phonological deficits alone cause reading impairment, since it was only when PA was trained in orthography that the impact on reading was significant. Similarly, Müller, Richter, Karageorgos, Krawietz, & Ennemoser (2017) examined a syllable-based word recognition intervention for German fourth graders with reading difficulties. Basic word reading skills were administered followed by testing the effects of this training on the efficiency of written word recognition and the potential transfer effects on reading comprehension skills at the text level.…”

Section: Discussionmentioning

confidence: 99%

Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities

Layes

Guendouz

Lalonde

et al. 2020

International Journal of Disability, Development and Education

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We examined the effects of a combined phonological and print intervention program on the enhancement of phonological awareness, text reading accuracy and comprehension in fourth grade Arabic-speaking children with severe difficulties in reading accuracy (dyslexia) and reading comprehension. We compared an experimental group (n=22; mean age =122.9 months) to a control group (n=22; mean age=124.65months). The training program focused on two domains: phonological awareness and print knowledge. The results showed that the experimental group performed better in the post and follow-up assessments than in baseline assessment on phonological awareness, reading accuracy, and comprehension. We discuss findings indicating the positive impact of phonological awareness and print knowledge on reading development in terms of decoding and comprehension abilities.

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

Cited by 18 publications

References 42 publications

Dyslexic Readers Improve without Training When Using a Computer-Guided Reading Strategy

Dyslexic Readers Improve without Training When Using a Computer-Guided Reading Strategy

Is part‐time special education beneficial for children at risk for reading difficulties? An example from Estonia

Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities

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