Repeated Reading of Syllables Among Finnish-Speaking Children With Poor Reading Skills

Huemer, Sini; Aro, Mikko; Landerl, Karin; Lyytinen, Heikki

doi:10.1080/10888430903150659

Cited by 64 publications

(45 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Possibly, as a result of the CVC training, the poor readers progressively shifted towards a more syllable-bound decoding strategy. Such a shift after training is evidenced for Dutch poor readers by Wentink, van Bon, and Schreuder (1997) (see also Huemer, Aro, Landerl, & Lyytinen, 2010). An ATI effect was not found for words of the CVC structure used in the training.…”

Section: Discussionmentioning

confidence: 86%

Improving word reading speed: individual differences interact with a training focus on successes or failures

2011

View full text Add to dashboard Cite

The effect of two training procedures on the development of reading speed in poor readers is examined. One training concentrates on the words the children read correctly (successes), the other on the words they read incorrectly (failures). Children were either informed or not informed about the training focus. A randomized controlled trial was conducted with 79 poor readers. They repeatedly read regularly spelled Dutch consonant–vowel–consonant words, some children their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain an accuracy rate at a constant level. Reading speed improved and transferred to untrained, orthographically more complex words. These transfer effects were characterized by an Aptitude-Treatment Interaction. Poor readers with a low initial reading level improved most in the training focused on successes. For poor readers with a high initial reading level, however, it appeared to be more profitable to practice with their failures. Informing students about the focus of the training positively affected training: The exposure duration needed for children informed about the focus of the training decreased more than for children who were not informed. This study suggests that neither of the two interventions is superior to the other in general. Rather, the improvement of general reading speed in a transparent orthography is closely related to both the children’s initial reading level and the type of words they practice with: common and familiar words when training their successes and uncommon and less familiar words with training their failures.

show abstract

Section: Discussionmentioning

confidence: 86%

Improving word reading speed: individual differences interact with a training focus on successes or failures

2011

View full text Add to dashboard Cite

show abstract

“…These studies implemented feedback on accuracy, including the correct pronunciation of trained items directly following the items (i.e., immediate corrective feedback). Huemer, Aro, Landerl, and Lyytinen () documented small effects for poor readers when given immediate corrective feedback on a repeated syllable reading task. After two inaccurate attempts to read the syllable, the correct pronunciation was provided by the tutor.…”

Section: Added Value Of Feedbackmentioning

confidence: 99%

Enhancing Decoding Efficiency in Poor Readers via a Word Identification Game

Gorp

Segers

2016

Reading Research Quarterly

View full text Add to dashboard Cite

The effects of a word identification game aimed at enhancing decoding efficiency in poor readers were tested. Following a pretest–posttest–retention design with a waiting control group, 62 poor‐reading Dutch second graders received a five‐hour tablet intervention across a period of five weeks. During the intervention, participants practiced reading words and pseudowords while doing semantic categorization and lexical decision exercises in a gaming context. Prior to, directly after, and five weeks following the intervention, word‐decoding efficiency was assessed using a standardized read‐aloud test consisting of six lists of untrained words and pseudowords with three levels of difficulty: consonant‐vowel‐consonant items, consonant cluster items, and disyllabic items. Significant increases as a result of the brief gaming intervention were found for decoding efficiency on all six word lists. The game, which included repetition, immediate corrective feedback, and a semantics task, elicited transfer and retention effects.

show abstract

“…Another possibility might be that transfer effects were obtained because these children were good readers and were able to make use of analogies between the trained and untrained items (Savage & Stuart, 2001). In the study of Huemer et al (2010), the mean age of the subjects was 11 years. As interventions should take place as soon as possible, we focused on 6-year-olds.…”

mentioning

confidence: 99%

The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade

Gorp

Segers

2016

Ann. of Dyslexia

View full text Add to dashboard Cite

The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were assessed again in a retention test. Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback. During the training, both good and poor readers improved in accuracy and speed. The increase in speed was stronger for poor readers than for good readers. The good readers demonstrated a stronger increase for pseudowords than for words. This increase in speed was most prominent in the first four sessions. Two weeks after training, the levels of accuracy and speed were retained. Furthermore, transfer effects on speed were found for pseudowords in both groups of readers. Good readers performed most accurately during the training when they received no feedback while poor readers performed most accurately during the training with the help of phonics feedback. However, feedback did not differentiate for reading speed or for effects after the training. The effects of repeated word reading were found to be stronger for poor readers than for good readers. Moreover, these effects were found to be stronger for pseudowords than for words. This indicates that repeated word reading can be seen as an important trigger for the improvement of decoding skills.

show abstract

Repeated Reading of Syllables Among Finnish-Speaking Children With Poor Reading Skills

Cited by 64 publications

References 42 publications

Improving word reading speed: individual differences interact with a training focus on successes or failures

Improving word reading speed: individual differences interact with a training focus on successes or failures

Enhancing Decoding Efficiency in Poor Readers via a Word Identification Game

The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade

Contact Info

Product

Resources

About