Naming Speed Explains Variance in Comprehension Performance during a Text-Fading Training in the Experimental Group

Virtual · May 2021

Posters · Cognitive Psychology

Jelena Zaric
Center for Individual Development and Adaptive Education of Children at Risk (IDeA)
Fenke Kachisi
DIPF Leibniz Institute for Research and Information in Education
Telse Nagler
Center for Individual Development and Adaptive Education of Children at Risk (IDeA)

Abstract

The influence of orthographic knowledge and naming speed on comprehension performance during a text-fading reading intervention was examined in German poor reading third-graders. The analyses showed that naming speed is a significant predictor in the text-fading group, whereas orthographic knowledge is significant predictor for comprehension performance in the control group.

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Naming Speed Explains Variance in Comprehension Performance during a Text-Fading Training in the Experimental Group

Abstract

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