Journal article

Publication year: 2015

Pages: 55-62

Journal: Learning and Individual Differences: Journal of Psychology and Education

Volume number: 40

ISSN: 1041-6080

eISSN: 1873-3425

DOI Link: https://doi.org/10.1016/j.lindif.2015.05.001

Publisher: Elsevier

Abstract: 
From a cognitive perspective, efficient word recognition processes are essential for the development of reading comprehension skills in primary school. In contrast, reading interventions are commonly evaluated for struggling readers as a group without assessing the influence of the students' word recognition efficiency. In this study, we followed an aptitude-treatment interaction approach to investigate the extent that the effectiveness of a reading strategy training for second graders with poor (n = 119) and good reading comprehension (n = 116) depends on the students' word reading skills. Compared with children randomly assigned to a control group, only poor readers with routinized word recognition benefited from the intervention, whereas the training was even harmful for poor readers with inefficient word recognition processes. Good comprehenders benefited from the training independently of their word reading efficiency. Hence, reading strategy interventions for poor readers should be implemented in consideration of the students' word recognition skills. (C) 2015 Elsevier Inc. All rights reserved.

Harvard Citation style: Mueller, B., Richter, T., Krizan, A., Hecht, T. and Ennemoser, M. (2015) Word recognition skills moderate the effectiveness of reading strategy training in Grade 2, Learning and Individual Differences: Journal of Psychology and Education, 40, pp. 55-62. https://doi.org/10.1016/j.lindif.2015.05.001

APA Citation style: Mueller, B., Richter, T., Krizan, A., Hecht, T., & Ennemoser, M. (2015). Word recognition skills moderate the effectiveness of reading strategy training in Grade 2. Learning and Individual Differences: Journal of Psychology and Education. 40, 55-62. https://doi.org/10.1016/j.lindif.2015.05.001