Journal article

Publication year: 2015

Pages: 489-512

Journal: Zeitschrift für Erziehungswissenschaft

Volume number: 18

Issue number: 3

ISSN: 1434-663X

eISSN: 1862-5215

DOI Link: https://doi.org/10.1007/s11618-015-0648-0

Publisher: Springer

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 interventions 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.

Harvard Citation style: Mueller, B., Mayer, A., Richter, T., Krizan, A., Hecht, T. and Ennemoser, M. (2015) Differential effects of reading trainings on reading processes: a comparison in Grade 2, Zeitschrift für Erziehungswissenschaft, 18(3), pp. 489-512. https://doi.org/10.1007/s11618-015-0648-0

APA Citation style: Mueller, B., Mayer, A., Richter, T., Krizan, A., Hecht, T., & Ennemoser, M. (2015). Differential effects of reading trainings on reading processes: a comparison in Grade 2. Zeitschrift für Erziehungswissenschaft. 18(3), 489-512. https://doi.org/10.1007/s11618-015-0648-0