The Role of Feedback and Differences between Good and Poor Decoders in a Repeated Word Reading Paradigm in First Grade

Autor/inn/en	van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo
Titel	The Role of Feedback and Differences between Good and Poor Decoders in a Repeated Word Reading Paradigm in First Grade
Quelle	In: Annals of Dyslexia, 67 (2017) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-016-0129-z
Schlagwörter	Feedback (Response); Word Recognition; Decoding (Reading); Grade 1; Models; Pretests Posttests; Reading Rate; Beginning Reading; Reading Fluency; Reading Processes; Statistical Analysis; Foreign Countries; Naming; Repetition; Reading Skills; Reading Difficulties; Young Children; Retention (Psychology); Spelling; Indo European Languages; Elementary School Students; Intervention; Netherlands + Suchen Sie Ihr Suchwort? Worterkennung; Dekodierung; School year 01; 1. Schuljahr; Schuljahr 01; Analogiemodell; Reading readiness; Reading speed; Lesegeschwindigkeit; Erstleseunterricht; Leseprozess; Statistische Analyse; Ausland; Wiederholung; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Frühe Kindheit; Merkfähigkeit; Schreibweise; Indoeuropäisch; Niederlande
Abstract	The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were assessed again in a retention test. Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback. During the training, both good and poor readers improved in accuracy and speed. The increase in speed was stronger for poor readers than for good readers. The good readers demonstrated a stronger increase for pseudowords than for words. This increase in speed was most prominent in the first four sessions. Two weeks after training, the levels of accuracy and speed were retained. Furthermore, transfer effects on speed were found for pseudowords in both groups of readers. Good readers performed most accurately during the training when they received no feedback while poor readers performed most accurately during the training with the help of phonics feedback. However, feedback did not differentiate for reading speed or for effects after the training. The effects of repeated word reading were found to be stronger for poor readers than for good readers. Moreover, these effects were found to be stronger for pseudowords than for words. This indicates that repeated word reading can be seen as an important trigger for the improvement of decoding skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01