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Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders

Müller, Bettina ; Richter, Tobias ; Karageorgos, Panagiotis ; Krawietz, Sabine ; Ennemoser, Marco (2024)
Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders.
In: Frontiers in Psychology, 2017, 8
doi: 10.26083/tuprints-00016221
Article, Secondary publication, Publisher's Version

Copyright Information: CC BY 4.0 International - Creative Commons, Attribution.

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Item Type: Article
Type of entry: Secondary publication
Title: Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders
Language: English
Date: 8 March 2024
Place of Publication: Darmstadt
Year of primary publication: 20 September 2017
Place of primary publication: Lausanne
Publisher: Frontiers Media S.A.
Journal or Publication Title: Frontiers in Psychology
Volume of the journal: 8
Collation: 9 Seiten
DOI: 10.26083/tuprints-00016221
Corresponding Links:
Origin: Secondary publication DeepGreen

In transparent orthographies, persistent reading fluency difficulties are a major cause of poor reading skills in primary school. The purpose of the present study was to investigate effects of a syllable-based reading intervention on word reading fluency and reading comprehension among German-speaking poor readers in Grade 4. The 16-session intervention was based on analyzing the syllabic structure of words to strengthen the mental representations of syllables and words that consist of these syllables. The training materials were designed using the 500 most frequent syllables typically read by fourth graders. The 75 poor readers were randomly allocated to the treatment or the control group. Results indicate a significant and strong effect on the fluency of recognizing single words, whereas text-level reading comprehension was not significantly improved by the training. The specific treatment effect provides evidence that a short syllable-based approach works even in older poor readers at the end of primary school.

Uncontrolled Keywords: older poor readers, primary school, word reading fluency, reading comprehension, syllable-based intervention
Identification Number: Artikel-ID: 1635
Status: Publisher's Version
URN: urn:nbn:de:tuda-tuprints-162213
Additional Information:

This article is part of the Research Topic: Fluency and reading comprehension in typical readers and dyslexics readers: Volume I

Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

Classification DDC: 100 Philosophy and psychology > 150 Psychology
700 Arts and recreation > 796 Sports
Divisions: 03 Department of Human Sciences > Institut für Sportwissenschaft
Date Deposited: 08 Mar 2024 13:08
Last Modified: 30 Apr 2024 14:34
SWORD Depositor: Deep Green
URI: https://tuprints.ulb.tu-darmstadt.de/id/eprint/16221
PPN: 517682559
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