Differential effects of reading trainings on reading processes: a comparison in Grade 2

Müller B, Mayer A, Richter T, Križan A, Hecht T, Ennemoser M (2015)
Zeitschrift für Erziehungswissenschaft 18(3): 489-512.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor*in
Müller, Bettina; Mayer, AxelUniBi; Richter, Tobias; Križan, Ana; Hecht, Teresa; Ennemoser, Marco
Abstract / Bemerkung
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.
Erscheinungsjahr
2015
Zeitschriftentitel
Zeitschrift für Erziehungswissenschaft
Band
18
Ausgabe
3
Seite(n)
489-512
ISSN
1434-663X
eISSN
1862-5215
Page URI
https://pub.uni-bielefeld.de/record/2956063

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Müller B, Mayer A, Richter T, Križan A, Hecht T, Ennemoser M. Differential effects of reading trainings on reading processes: a comparison in Grade 2. Zeitschrift für Erziehungswissenschaft. 2015;18(3):489-512.
Müller, B., Mayer, A., Richter, T., Križan, 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
Müller, B., Mayer, A., Richter, T., Križan, A., Hecht, T., and Ennemoser, M. (2015). Differential effects of reading trainings on reading processes: a comparison in Grade 2. Zeitschrift für Erziehungswissenschaft 18, 489-512.
Müller, B., et al., 2015. Differential effects of reading trainings on reading processes: a comparison in Grade 2. Zeitschrift für Erziehungswissenschaft, 18(3), p 489-512.
B. Müller, et al., “Differential effects of reading trainings on reading processes: a comparison in Grade 2”, Zeitschrift für Erziehungswissenschaft, vol. 18, 2015, pp. 489-512.
Müller, B., Mayer, A., Richter, T., Križan, A., Hecht, T., Ennemoser, M.: Differential effects of reading trainings on reading processes: a comparison in Grade 2. Zeitschrift für Erziehungswissenschaft. 18, 489-512 (2015).
Müller, Bettina, Mayer, Axel, Richter, Tobias, Križan, Ana, Hecht, Teresa, and Ennemoser, Marco. “Differential effects of reading trainings on reading processes: a comparison in Grade 2”. Zeitschrift für Erziehungswissenschaft 18.3 (2015): 489-512.

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