Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach

Korinth, Sebastian Peter; Nagler, Telse

doi:10.1111/lnc3.12408

Cited by 7 publications

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“…2). These results are not in line with previous findings showing a significant reading rate improvement in combination with improved or stable comprehension performance in the text-fading group compared to the self-paced group after the text-fading training (for a review see Korinth & Nagler, 2021).…”

Section: Discussioncontrasting

confidence: 99%

“…The promising findings from cross-sectional research designs prompted attempts to implement the text-fading principles into a training procedure aiming at long-term reading fluency improvements. Most text-fading training studies report increased reading rates combined with improved or consistent comprehension performance in pre-post-training comparisons for different orthographies (for a review see Korinth & Nagler, 2021). In general, new reading material is presented for each training trial, providing a direct comparison of comprehension performance during training.…”

Section: Text-fading Trainingmentioning

confidence: 99%

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Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN

et al. 2021

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Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic knowledge and rapid automatized naming; RAN), we aim at evaluating the text-fading training’s efficiency for a sample of German reading-impaired third graders (n = 120). The purpose of the present study was to examine (1) the predictive value of orthographic knowledge and RAN and their contribution of explained variance in comprehension performance during training, (2) text-fading training effects on reading rate and comprehension in a pre-post comparison, and (3) (lasting) text-fading training effects at word and sentence level in a pre-post-follow-up design. Results of structural models indicated RAN to be significantly related to comprehension performance for the experimental group, whereas no sufficient regression weight was found for orthographic knowledge. A reverse pattern was found for the self-paced group. No significant improvements regarding reading rate and comprehension were revealed for the experimental group after training. However, significant positive effects on word and sentence level at post-test time point indicate stronger reading improvements for the experimental compared to the control group. The retention of training gains was indicated at sentence-level reading 6 months after the training. Possible explanations for the presented positive training effects as well as the mixed results for reading rate, comprehension, and follow-up preservation are discussed.

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Section: Discussioncontrasting

confidence: 99%

Section: Text-fading Trainingmentioning

confidence: 99%

Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN

et al. 2021

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“…Taken together, the present pattern of results indicates a stable comprehension and reading rate performance during training for both training groups (see Figure 2). These results are not in line with previous findings showing a significant reading rate improvement in combination with improved or stable comprehension performance in the text-fading group compared to the self-paced group after the text-fading training (for a review see Korinth & Nagler, 2021).…”

Section: Lasting Training Effects On Word and Sentence Levelcontrasting

confidence: 99%

The role of orthographic knowledge for reading performance in German elementary school children

Zarić¹

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Reading is crucial for successful participation in the modern world. However, 3-8% (e.g., Moll et al., 2014) of children in elementary school age show reading difficulties, which can lead to limited education and enhance risks of social and financial disadvantages (Valtin, 2017). Therefore, it is important to identify reading relevant components (Tippelt & Schmidt-Hertha, 2018). In this context, especially phonological awareness (i.e., awareness of the sound structure of the language) and naming speed (i.e., fast and automatized retrieval of information) were identified as significant components for reading skills (e.g., Georgiou et al., 2012; Landerl & Thaler, 2006; Vellutino, Fletcher, Snowling, & Scanlon, 2004). One further component, which is of growing interest to the recent research, is orthographic knowledge. It comprises the knowledge about the spelling of specific words (word-specific orthographic knowledge) and about legal letter patterns (general orthographic knowledge; Apel, 2011). Previous research focused predominantly on examining the role of orthographic knowledge on basic reading level, including word identification and word meaning (Conrad et al., 2013; Rothe et al., 2015). The relationship between orthographic knowledge and reading comprehension as the core objective of reading, including understanding of the relationship between words within a sentence as well as building a coherence between sentences (Perfetti et al., 2005), was on the contrary scarcely the object of research. The first goal of this dissertation is, therefore, to provide a remedy by investigating the role of orthographic knowledge on higher reading processes (sentence- and text-level). The scarce body of research investigating children with reading difficulties provide a mixed result pattern (e.g., Ise et al., 2014). Therefore, this dissertation aims at clarifying the influence of orthographic knowledge on word-, sentence-, and text-level in children without and with reading difficulties. A thorough understanding of reading relevant components is also important for conception of interventions aiming at individual reading performance improvements in order to prevent school failure. One promising approach to help children to overcome their reading difficulties is a text-fading based reading training. During this procedure, reading material is faded out letter by letter in reading direction (i.e., in German from left to right; Breznitz & Nevat, 2006). The aim of this manipulation is to prompt the individual to read faster than usual, resulting in reading rate and comprehension improvements (e.g., Nagler et al., 2015). However, the underlying mechanisms leading to improvements of reading performance are still unclear. Considering previous findings showing orthographic skills to influence training outcomes (Berninger et al., 1999), and also word reading performance after a reading intervention (Stage et al., 2003), it seems plausible to include orthographic knowledge when investigating potential training effects. Therefore, this dissertation aims at investigating the predictive value of orthographic knowledge for comprehension performance during the text-fading based reading training. In order to answer the first research question, two empirical papers are implemented (see Appendix A: Zarić et al., 2020 and Appendix B: Zarić & Nagler, 2021), which investigate the role of orthographic knowledge for reading at word-, sentence-, and text-level in German school children without and with reading difficulties. The study by Zarić et al. (2020) examines the incremental predictive value for explained reading variance of both word-specific and general orthographic knowledge in relation to variance amount explained by general intelligence and phonological awareness. For this purpose, data from 66 German third-graders without reading difficulties were analyzed. Correlation and multiple regression analyses have shown that word-specific and general orthographic knowledge contribute a unique significant amount to the variance of reading comprehension on word-, sentence-, and text-level, over and above the explained variance by general intelligence and phonological awareness. In order to answer the question whether word-specific and general orthographic knowledge also explain variance in children with poor reading proficiency, in addition to established predictors phonological awareness and naming speed, the data from 103 German third-graders with reading difficulties were analyzed in a second study (Zarić & Nagler, 2021). The analyses revealed that word-specific and general orthographic knowledge explain a unique significant amount of the variance of reading on word- and sentence-level. On text-level, these two components did not explain a significant amount of unique variance. Here, only phonological awareness was shown to be a significant predictor. The results indicate that the knowledge about the spelling of specific words (word-specific orthographic knowledge) and the knowledge about legal letter patterns (general orthographic knowledge) contribute to reading comprehension on word-level. Following the assumptions, for instance, of the Lexical Quality Hypothesis (Perfetti & Hart, 2002) high-quality orthographic representations are considered to be important for higher reading processes, such as comprehension. ...

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Does the reading acceleration program improve reading fluency and comprehension in emergent bilingual children?

Li,

Xi,

Geva

et al. 2024

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Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach

Cited by 7 publications

References 64 publications

Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN

Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN

The role of orthographic knowledge for reading performance in German elementary school children

Does the reading acceleration program improve reading fluency and comprehension in emergent bilingual children?

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