APS
30th APS Annual Convention · 2018
German Third-Graders with Reading Difficulties Improve Their Reading Fluency after a Text-Fading Based Reading Training
- Jelena Zaric
Graduate Student - Telse Nagler
Center for Individual Development and Adaptive Education of Children at Risk (IDeA) - Marcus Hasselhorn
Professor
Abstract
This study investigated possible transfer effects resulting from a text-fading based reading fluency training in a pretest-posttest control group intervention design for German third-graders. The text-fading group show significantly stronger reading fluency improvements in a standardized reading test compared to a group in a self-paced reading condition.
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