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Lexical and Sub-Lexical Reading Training on Trained and Untrained Words of L1 and L2 Students with Learning Disabilities and Behavioral Difficulties.

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Title: Lexical and Sub-Lexical Reading Training on Trained and Untrained Words of L1 and L2 Students with Learning Disabilities and Behavioral Difficulties.
Authors: Barwasser, Anne1 anne.barwasser@uni-koeln.de, Nobel, Kerstin1, Grünke, Matthias1
Source: Insights into Learning Disabilities. Spring2024, Vol. 21 Issue 1, p67-92. 26p.
Subject Terms: *Lexical access, *Word recognition, *Reading readiness, *Reading ability testing, *Teaching methods
Abstract: The increasing number of students who lack proficient reading skills is well known in Germany, as well as globally. Students with learning disabilities (LD), problem behavior, and German as a second language (L2) may face even greater hurdles. However, it is essential for teachers to provide adequate support to maintain equal educational opportunities. Word recognition is fundamental to reading, and thus, we designed lexical and sub-lexical unit training through a peer-tutorial repeated reading racetrack and evaluated the effects on student proficiency with trained and untrained words. A multiple-baseline design was implemented (N = 8), and the intervention took place three times a week over six weeks. The results show promising indications that the intervention is an effective tool to improve reading in a short time, yielding moderate to strong effects on trained and untrained words. [ABSTRACT FROM AUTHOR]
Copyright of Insights into Learning Disabilities is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Lexical and Sub-Lexical Reading Training on Trained and Untrained Words of L1 and L2 Students with Learning Disabilities and Behavioral Difficulties.
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  Data: <searchLink fieldCode="AR" term="%22Barwasser%2C+Anne%22">Barwasser, Anne</searchLink><relatesTo>1</relatesTo><i> anne.barwasser@uni-koeln.de</i><br /><searchLink fieldCode="AR" term="%22Nobel%2C+Kerstin%22">Nobel, Kerstin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Grünke%2C+Matthias%22">Grünke, Matthias</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Insights+into+Learning+Disabilities%22">Insights into Learning Disabilities</searchLink>. Spring2024, Vol. 21 Issue 1, p67-92. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Lexical+access%22">Lexical access</searchLink><br />*<searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+readiness%22">Reading readiness</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The increasing number of students who lack proficient reading skills is well known in Germany, as well as globally. Students with learning disabilities (LD), problem behavior, and German as a second language (L2) may face even greater hurdles. However, it is essential for teachers to provide adequate support to maintain equal educational opportunities. Word recognition is fundamental to reading, and thus, we designed lexical and sub-lexical unit training through a peer-tutorial repeated reading racetrack and evaluated the effects on student proficiency with trained and untrained words. A multiple-baseline design was implemented (N = 8), and the intervention took place three times a week over six weeks. The results show promising indications that the intervention is an effective tool to improve reading in a short time, yielding moderate to strong effects on trained and untrained words. [ABSTRACT FROM AUTHOR]
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  Label:
  Group: Ab
  Data: <i>Copyright of Insights into Learning Disabilities is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Reading readiness
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              Text: Spring2024
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