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Direct linkEhm, Jan-Henning; Schmitterer, Alexandra M. A.; Nagler, Telse; Lervåg, Arne – Scientific Studies of Reading, 2023
Purpose: The transition to school and the first years of elementary school education are very sensitive phases for reading development. Reading researchers have established key precursors and developmental steps in these phases. However, how these components interact and affect growth is not well understood yet. The current study from Germany…
Descriptors: Decoding (Reading), Reading Comprehension, Reading Improvement, Reading Skills
Download full textGrünke, Matthias; Karnes, Jennifer; Hisgen, Susanne – Journal of Education and Training Studies, 2019
In this study, we examined the impact of a simple explicit-timing intervention on low-achieving third-grade students' ability to read more rapidly and accurately. We implemented an ABAB design with four struggling readers to establish experimental control and to evaluate the effects of the treatment in terms of the target variable. The results…
Descriptors: Reading Fluency, Grade 3, Elementary School Students, Foreign Countries
Egloff, Frank; Förster, Natalie; Souvignier, Elmar – Frontline Learning Research, 2019
Teachers' beliefs about teaching have been found to affect students' learning growth. The aim of this study was to investigate effects of teachers' constructivist and direct-transmissive beliefs on learners' reading progress and whether these effects are influenced by students' ability. We measured constructivist and direct-transmissive beliefs of…
Descriptors: Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency
Locher, Franziska; Pfost, Maximilian – Journal of Research in Reading, 2020
Background: In the present paper, we investigated the association between time spent reading and reading comprehension throughout the lifespan. According to the Matthew effect (or rich-get-richer and poor-get-poorer) model, interindividual differences in reading-related skills between poor and average readers become wider as individuals grow…
Descriptors: Time on Task, Reading Comprehension, Reading Skills, Recreational Reading
Sperling, Marko; Barwasser, Anne; Grünke, Matthias – Insights into Learning Disabilities, 2019
The ability to read is the gateway to success in modern knowledge-driven societies. Thus, it is vital to make sure that no child is left behind in his or her endeavor to acquire the cognitive processes needed to understand age-appropriate texts. One significant milestone on the way to reach proficiency in this respect is memorization of certain…
Descriptors: Intervention, Word Recognition, Reading Fluency, Learning Disabilities
Rothe, Josefine; Schulte-Körne, Gerd; Ise, Elena – Reading and Writing: An Interdisciplinary Journal, 2014
Recent studies focused on the influence of orthographic processing on reading and spelling performance. It was found that orthographic processing is an independent predictor of reading and spelling performance in different languages and children of different ages. This study investigated sensitivity to orthographic regularities in German-speaking…
Descriptors: Orthographic Symbols, Longitudinal Studies, Foreign Countries, German
Schwab, Susanne; Seifert, Susanne; Gasteiger-Klicpera, Barbara – International Journal of Early Years Education, 2014
The study "Improving Language And Reading Skills (LARS) in children with German as a first or second language" evaluates a newly developed differentiating programme for reading in terms of its effects on the reading and language ability of second graders with German as a first or second language. The participant group consisted of 105…
Descriptors: German, Native Language, Reading Improvement, Reading Instruction
Mayer, Andreas; Motsch, Hans-Joachim – Journal of Education and Learning, 2015
This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming ("double deficit"). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong…
Descriptors: Foreign Countries, Phonological Awareness, Word Recognition, Naming
Forster, Natalie; Souvignier, Elmar – Learning Disabilities: A Contemporary Journal, 2011
The purpose of this study was to examine the technical adequacy of a computer-based assessment instrument which is based on hierarchical models of text comprehension for monitoring student reading progress following the Curriculum-Based Measurement (CBM) approach. At intervals of two weeks, 120 third-grade students finished eight CBM tests. To…
Descriptors: Educational Needs, Intervals, Curriculum Based Assessment, Computer Assisted Testing
