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Improving the Reading of Bisyllabic Words That Involve Context-Sensitive Spelling Rules: Focus on Successes or on Failures?

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Title: Improving the Reading of Bisyllabic Words That Involve Context-Sensitive Spelling Rules: Focus on Successes or on Failures?
Language: English
Authors: Steenbeek-Planting, Esther G., van Bon, Wim H. J., Schreuder, Robert
Source: Reading and Writing: An Interdisciplinary Journal. Oct 2013 26(9):1437-1458.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Descriptors: Reading Improvement, Training Methods, Accuracy, Reading Difficulties, Reading Achievement, Syllables, Indo European Languages, Instructional Materials, Reading Rate, Context Effect, Spelling, Success, Improvement, Reading Comprehension
DOI: 10.1007/s11145-012-9425-0
ISSN: 0922-4777
Abstract: The effect of two training procedures on the improvement of reading accuracy in poor readers was examined in relation to their initial reading level. A randomized controlled trial was conducted with 60 poor readers. Poor readers were assigned to a control group that received no training, or one of two training conditions. One training concentrated on the words the children read correctly (successes), the other on the words they read incorrectly (failures). They repeatedly read bisyllabic Dutch words, half of the training words involving context-sensitive spelling rules (vowel degemination or consonant gemination). Some children repeatedly read their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain the accuracy rate at a constant level. In general, children who received training improved their reading accuracy and reading speed of trained words, and reading accuracy of untrained words, more than the control group. Which training focus is superior, depends on the reading level of the child and the type of words used. For children with a low initial reading level, to improve reading accuracy of bisyllabic words that follow context-sensitive spelling rules, a training focus on failures was superior over a training focus on successes. For children with a high initial reading level, improvement of reading speed was largest in a training on successes. Evidently, the improvement of word reading skills depends both on the children's level of reading competence and on the type of training.
Abstractor: As Provided
Number of References: 57
Entry Date: 2014
Accession Number: EJ1038961
Database: ERIC
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  Data: Improving the Reading of Bisyllabic Words That Involve Context-Sensitive Spelling Rules: Focus on Successes or on Failures?
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  Data: <searchLink fieldCode="AR" term="%22Steenbeek-Planting%2C+Esther+G%2E%22">Steenbeek-Planting, Esther G.</searchLink><br /><searchLink fieldCode="AR" term="%22van+Bon%2C+Wim+H%2E+J%2E%22">van Bon, Wim H. J.</searchLink><br /><searchLink fieldCode="AR" term="%22Schreuder%2C+Robert%22">Schreuder, Robert</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+and+Writing%3A+An+Interdisciplinary+Journal%22"><i>Reading and Writing: An Interdisciplinary Journal</i></searchLink>. Oct 2013 26(9):1437-1458.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: 22
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  Data: 2013
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Training+Methods%22">Training Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Syllables%22">Syllables</searchLink><br /><searchLink fieldCode="DE" term="%22Indo+European+Languages%22">Indo European Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Improvement%22">Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink>
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  Data: 10.1007/s11145-012-9425-0
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  Data: 0922-4777
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The effect of two training procedures on the improvement of reading accuracy in poor readers was examined in relation to their initial reading level. A randomized controlled trial was conducted with 60 poor readers. Poor readers were assigned to a control group that received no training, or one of two training conditions. One training concentrated on the words the children read correctly (successes), the other on the words they read incorrectly (failures). They repeatedly read bisyllabic Dutch words, half of the training words involving context-sensitive spelling rules (vowel degemination or consonant gemination). Some children repeatedly read their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain the accuracy rate at a constant level. In general, children who received training improved their reading accuracy and reading speed of trained words, and reading accuracy of untrained words, more than the control group. Which training focus is superior, depends on the reading level of the child and the type of words used. For children with a low initial reading level, to improve reading accuracy of bisyllabic words that follow context-sensitive spelling rules, a training focus on failures was superior over a training focus on successes. For children with a high initial reading level, improvement of reading speed was largest in a training on successes. Evidently, the improvement of word reading skills depends both on the children's level of reading competence and on the type of training.
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  Data: 2014
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  Data: EJ1038961
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        Value: 10.1007/s11145-012-9425-0
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 1437
    Subjects:
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Training Methods
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Syllables
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      – SubjectFull: Indo European Languages
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Reading Rate
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Spelling
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      – SubjectFull: Success
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      – SubjectFull: Improvement
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      – SubjectFull: Reading Comprehension
        Type: general
    Titles:
      – TitleFull: Improving the Reading of Bisyllabic Words That Involve Context-Sensitive Spelling Rules: Focus on Successes or on Failures?
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            NameFull: Steenbeek-Planting, Esther G.
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            NameFull: van Bon, Wim H. J.
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            NameFull: Schreuder, Robert
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