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. |
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| 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] |
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| Database: | Education Research Complete |
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