Improving Word Reading Speed: Individual Differences Interact with a Training Focus on Successes or Failures
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| Title: | Improving Word Reading Speed: Individual Differences Interact with a Training Focus on Successes or Failures |
|---|---|
| Language: | English |
| Authors: | Steenbeek-Planting, Esther G., van Bon, Wim H. J., Schreuder, Robert |
| Source: | Reading and Writing: An Interdisciplinary Journal. Oct 2012 25(9):2061-2089. |
| 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 |
| Physical Description: | |
| Page Count: | 29 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Reading Rate, Individual Differences, Children, Reading Skills, Training Methods, Reading Instruction, Success, Failure, Indo European Languages, Computer Assisted Instruction, Transfer of Training, Aptitude Treatment Interaction, Instructional Effectiveness |
| DOI: | 10.1007/s11145-011-9342-7 |
| ISSN: | 0922-4777 |
| Abstract: | The effect of two training procedures on the development of reading speed in poor readers is examined. One training concentrates on the words the children read correctly ("successes"), the other on the words they read incorrectly ("failures"). Children were either informed or not informed about the training focus. A randomized controlled trial was conducted with 79 poor readers. They repeatedly read regularly spelled Dutch consonant-vowel-consonant words, some children their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain an accuracy rate at a constant level. Reading speed improved and transferred to untrained, orthographically more complex words. These transfer effects were characterized by an Aptitude-Treatment Interaction. Poor readers with a low initial reading level improved most in the training focused on successes. For poor readers with a high initial reading level, however, it appeared to be more profitable to practice with their failures. Informing students about the focus of the training positively affected training: The exposure duration needed for children informed about the focus of the training decreased more than for children who were not informed. This study suggests that neither of the two interventions is superior to the other in general. Rather, the improvement of general reading speed in a transparent orthography is closely related to both the children's initial reading level and the type of words they practice with: common and familiar words when training their successes and uncommon and less familiar words with training their failures. (Contains 4 figures, 4 footnotes, and 6 tables.) |
| Abstractor: | As Provided |
| Number of References: | 90 |
| Entry Date: | 2012 |
| Accession Number: | EJ979464 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEHSYG70ta7xPwxRTY6K3N6AAAA4TCB3gYJKoZIhvcNAQcGoIHQMIHNAgEAMIHHBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDGEP8KwPG6Se4qju3gIBEICBmZCT5GDkKElIftOAFRgDZY-eFjWVLftIM46ly2DTPyqwIE4HXIZiRR4CaxwoFkkEY7_HUUxYIc4zTjgi4fZBcoNMe_tNrp6QtsFIRCXugNQuCC2UBMaLI0oQxmEV2Tbk7oY3ylhJaUi-Y3N5OeDKfs5zfaRkScPkovlCyfhx0yQ2-5NW-iWOkiNer_SXZE0zPUNKmpNbXjYxsA== Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ979464 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Improving Word Reading Speed: Individual Differences Interact with a Training Focus on Successes or Failures – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au 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> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Reading+and+Writing%3A+An+Interdisciplinary+Journal%22"><i>Reading and Writing: An Interdisciplinary Journal</i></searchLink>. Oct 2012 25(9):2061-2089. – Name: Avail Label: Availability Group: Avail 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: PhysDesc Label: Physical Description Group: PhysDesc Data: PDF – Name: Pages Label: Page Count Group: Src Data: 29 – Name: DatePubCY Label: Publication Date Group: Date Data: 2012 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Training+Methods%22">Training Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Failure%22">Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Indo+European+Languages%22">Indo European Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink><br /><searchLink fieldCode="DE" term="%22Aptitude+Treatment+Interaction%22">Aptitude Treatment Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s11145-011-9342-7 – Name: ISSN Label: ISSN Group: ISSN Data: 0922-4777 – Name: Abstract Label: Abstract Group: Ab Data: The effect of two training procedures on the development of reading speed in poor readers is examined. One training concentrates on the words the children read correctly ("successes"), the other on the words they read incorrectly ("failures"). Children were either informed or not informed about the training focus. A randomized controlled trial was conducted with 79 poor readers. They repeatedly read regularly spelled Dutch consonant-vowel-consonant words, some children their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain an accuracy rate at a constant level. Reading speed improved and transferred to untrained, orthographically more complex words. These transfer effects were characterized by an Aptitude-Treatment Interaction. Poor readers with a low initial reading level improved most in the training focused on successes. For poor readers with a high initial reading level, however, it appeared to be more profitable to practice with their failures. Informing students about the focus of the training positively affected training: The exposure duration needed for children informed about the focus of the training decreased more than for children who were not informed. This study suggests that neither of the two interventions is superior to the other in general. Rather, the improvement of general reading speed in a transparent orthography is closely related to both the children's initial reading level and the type of words they practice with: common and familiar words when training their successes and uncommon and less familiar words with training their failures. (Contains 4 figures, 4 footnotes, and 6 tables.) – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 90 – Name: DateEntry Label: Entry Date Group: Date Data: 2012 – Name: AN Label: Accession Number Group: ID Data: EJ979464 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ979464 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-011-9342-7 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 2061 Subjects: – SubjectFull: Reading Rate Type: general – SubjectFull: Individual Differences Type: general – SubjectFull: Children Type: general – SubjectFull: Reading Skills Type: general – SubjectFull: Training Methods Type: general – SubjectFull: Reading Instruction Type: general – SubjectFull: Success Type: general – SubjectFull: Failure Type: general – SubjectFull: Indo European Languages Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Transfer of Training Type: general – SubjectFull: Aptitude Treatment Interaction Type: general – SubjectFull: Instructional Effectiveness Type: general Titles: – TitleFull: Improving Word Reading Speed: Individual Differences Interact with a Training Focus on Successes or Failures Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Steenbeek-Planting, Esther G. – PersonEntity: Name: NameFull: van Bon, Wim H. J. – PersonEntity: Name: NameFull: Schreuder, Robert IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 0922-4777 Numbering: – Type: volume Value: 25 – Type: issue Value: 9 Titles: – TitleFull: Reading and Writing: An Interdisciplinary Journal Type: main |
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