Literaturnachweis - Detailanzeige
| Autor/inn/en | Barwasser, Anne; Urton, Karolina; Grünke, Matthias; Sperling, Marko; Coker, David L. |
|---|---|
| Titel | Fostering Word Fluency of Struggling Third Graders from Germany through Motivational Peer-Tutorial Reading Racetracks |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 1, S.29-53 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Barwasser, Anne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-021-10172-3 |
| Schlagwörter | Grade 3; Elementary School Students; Peer Teaching; Tutoring; Word Recognition; Reading Fluency; Reading Difficulties; Instructional Effectiveness; Reading Instruction; Sight Vocabulary; Intervention; Foreign Countries; Germany |
| Abstract | Automation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension. Recent research shows that the percentage of struggling elementary school readers in Germany is increasing, speaking to the need for widespread implementation of effective word recognition interventions. This pilot study aims to provide preliminary evidence of the effectiveness of peer-tutorial reading racetrack training with an integrated motivational system for the sight word fluency of German struggling elementary school students. The intervention comprised twelve 15-min teaching units over a period of three weeks. To encourage reading motivation, the intervention included graphing of performance scores and a group contingency procedure. A control-experimental group design (N = 44) with pre-, post-, and two follow-up measurements (each after five weeks) was employed to investigate the impact of the treatment on decoding sight words at an appropriate speed. Results demonstrated a significant performance increase in the treatment group, relative to the control group. The effect size can be considered very high (partial [eta][superscript 2] = 0.76), indicating that this brief training has the potential to enhance the word recognition of struggling elementary students. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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