Repeated Reading Intervention Effects in Kindergartners with Partial Letter Knowledge

Autor/inn/en	van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo
Titel	Repeated Reading Intervention Effects in Kindergartners with Partial Letter Knowledge
Quelle	In: International Journal of Disability, Development and Education, 61 (2014) 3, S.225-239 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2014.932572
Schlagwörter	Foreign Countries; Kindergarten; Young Children; Feedback (Response); Intervention; Decoding (Reading); Retention (Psychology); Reading Instruction; Phonemes; Emergent Literacy; Measures (Individuals); Phonemic Awareness; Vocabulary; Visual Stimuli; Transfer of Training; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Dekodierung; Merkfähigkeit; Leseunterricht; Fonem; Frühleseunterricht; Messdaten; Wortschatz; Training; Transfer; Ausbildung; Niederlande
Abstract	The direct, transfer and retention effects of a repeated reading intervention study of single CVC (consonant in the onset and a vowel and consonant in the rime) words in kindergartners with partial letter knowledge were examined. A total of 26 second-year kindergartners participated in this study. Participants were divided over two feedback conditions: one group received feedback on the whole word, and the other group received feedback on the segmented sounds of the word plus the whole word. The intervention lasted 10 sessions, each of which consisted of reading the same 25 CVC words and 25 CVC pseudowords. Prior to and after the intervention, a transfer task was administered, containing 50 other CVC words and pseudowords. Two weeks after training, retention of the trained items was tested. Results showed an increase in reading speed and accuracy during the 10 sessions, with no differences between the two feedback conditions. Also, strong transfer and retention effects were found. The results of this study indicate that a repeated reading intervention in kindergarten, in which pre-readers are brought into a full alphabetic stage, is an effective method to improve reading speed and reading accuracy on trained and untrained words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10