German Third-Graders with Reading Difficulties Improve Their Reading Performance after Receiving a Text-Fading Training

Virtual · May 2021

Posters · Cognitive Psychology

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

Abstract

This study aims at investigating (lasting) training effects from a text-fading based reading intervention in German third-graders with reading difficulties. The analyses revealed significant improvements of the text-fading group compared to the control group in a pre-post-comparison, however, lasting training effects were not clearly detectable after 6 months.

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German Third-Graders with Reading Difficulties Improve Their Reading Performance after Receiving a Text-Fading Training

Abstract

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