Universität zu Köln

Barwasser, Anne ORCID: 0000-0002-8124-6429, Urton, Karolina ORCID: 0000-0002-5912-8143, Grünke, Matthias ORCID: 0000-0003-4249-6035, Sperling, Marko and Coker, David L. (2022). Fostering word fluency of struggling third graders from Germany through motivational peer-tutorial reading racetracks. Read. Writ., 35 (1). S. 29 - 54. DORDRECHT: SPRINGER. ISSN 1573-0905

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Abstract

Automation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension. Recent research shows that the percentage of struggling elementary school readers in Germany is increasing, speaking to the need for widespread implementation of effective word recognition interventions. This pilot study aims to provide preliminary evidence of the effectiveness of peer-tutorial reading racetrack training with an integrated motivational system for the sight word fluency of German struggling elementary school students. The intervention comprised twelve 15-min teaching units over a period of three weeks. To encourage reading motivation, the intervention included graphing of performance scores and a group contingency procedure. A control-experimental group design (N = 44) with pre-, post-, and two follow-up measurements (each after five weeks) was employed to investigate the impact of the treatment on decoding sight words at an appropriate speed. Results demonstrated a significant performance increase in the treatment group, relative to the control group. The effect size can be considered very high (partial eta(2) = .76), indicating that this brief training has the potential to enhance the word recognition of struggling elementary students.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Barwasser, Anne UNSPECIFIED orcid.org/0000-0002-8124-6429 UNSPECIFIED Urton, Karolina UNSPECIFIED orcid.org/0000-0002-5912-8143 UNSPECIFIED Grünke, Matthias UNSPECIFIED orcid.org/0000-0003-4249-6035 UNSPECIFIED Sperling, Marko UNSPECIFIED UNSPECIFIED UNSPECIFIED Coker, David L. UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-579271
DOI:	10.1007/s11145-021-10172-3
Journal or Publication Title:	Read. Writ.
Volume:	35
Number:	1
Page Range:	S. 29 - 54
Date:	2022
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	1573-0905
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Psychology Education
Uncontrolled Keywords:	Keywords Language SIGHT WORD; ELEMENTARY STUDENTS; BEHAVIOR; INTERVENTIONS; COMPREHENSION; FREQUENCY; CLASSROOM; DIFFICULTIES; DISABILITIES; INSTRUCTION Multiple languages Education & Educational Research; Psychology, Educational Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/57927