Universität zu Köln

Barwasser, Anne ORCID: 0000-0002-8124-6429, Urton, Karolina and Gruenke, Matthias (2021). Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders. Front. Psychol., 12. LAUSANNE: FRONTIERS MEDIA SA. ISSN 1664-1078

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Abstract

Reading difficulties that are not addressed at the primary level continue to exist at the secondary level with serious consequences. Thus, it is important to provide struggling students with specific reading support. In particular, many students with learning disabilities (LD) and emotional behavioral disorders (EBD) demonstrate reading obstacles and are at risk for motivation loss. A multiple baseline design was used to evaluate the effects of a motivational reading racetrack as peer-tutoring on the word reading skills of secondary students with LD with and without EBD. The intervention was conducted through 4-5 baseline and 16-18 reading units three times a week for 15 min over 8 weeks. The results showed positive effects indicating a highly effective treatment. In addition, follow-up results were also promising. Our findings indicate that this multicomponent intervention has a positive effect on the word fluidity of low-achieving students in secondary education with LD and/or EBD.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Barwasser, Anne UNSPECIFIED orcid.org/0000-0002-8124-6429 UNSPECIFIED Urton, Karolina UNSPECIFIED UNSPECIFIED UNSPECIFIED Gruenke, Matthias UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-573768
DOI:	10.3389/fpsyg.2021.671385
Journal or Publication Title:	Front. Psychol.
Volume:	12
Date:	2021
Publisher:	FRONTIERS MEDIA SA
Place of Publication:	LAUSANNE
ISSN:	1664-1078
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language ACADEMIC-PERFORMANCE; EXPERIMENTAL-DESIGN; SCHOOL STUDENTS; INTERVENTIONS; ELEMENTARY; LANGUAGE; CHILDREN; OUTCOMES; SKILLS; METAANALYSIS Multiple languages Psychology, Multidisciplinary Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/57376