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Omori M, Yamamoto J. Segment-Unit Reading Comprehension Training for Japanese Students with Autism Spectrum Disorder and Learning Disabilities. Behav Anal Pract 2022; 15:857-866. [PMID: 36457836 PMCID: PMC9582073 DOI: 10.1007/s40617-021-00671-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/17/2021] [Indexed: 12/04/2022] Open
Abstract
Students with autism spectrum disorder (ASD) and learning disabilities (LDs) often experience reading difficulties. In particular, reading long passages can cause comprehension problems. We examined whether 8 Japanese students with ASD, 7 students with LDs, and 13 typically developing (TD) students improved their reading comprehension through two types of repeated reading training: whole-sentence-unit reading (WSUR) training and segment-unit reading (SUR) training. Participants undergoing WSUR training read whole sentences repeatedly. In SUR training, they repeatedly read a segment of a sentence in its correct spatial location. Results indicated that students with ASD and LDs showed greater improvement in reading comprehension after SUR training than after WSUR training, whereas both procedures were equally effective for TD students. Moreover, students with ASD showed only negligible reading comprehension improvements, whereas students with LDs showed intermediate improvements after WSUR training. These results suggest that sequentially presenting word segments can improve the reading comprehension of students with ASD and specific LDs.
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Affiliation(s)
- Mikimasa Omori
- Department of Psychology, Graduate School of Human Relations, Keio University, 2-15-45, Mita, Minato-ku, Tokyo 108-8345 Japan
- Faculty of Human Sciences, Waseda University, 2-579-15, Mikajima, Tokorozawa-shi, Saitama, 359-1192 Japan
| | - Junichi Yamamoto
- Department of Psychology, Faculty of Letters, Keio University, 2-15-45, Mita, Minato-ku, Tokyo 108-8345 Japan
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Nagler T, Zarić J, Kachisi F, Lindberg S, Ehm JH. Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN. ANNALS OF DYSLEXIA 2021; 71:458-482. [PMID: 33977420 PMCID: PMC8458206 DOI: 10.1007/s11881-021-00229-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/26/2020] [Accepted: 04/19/2021] [Indexed: 06/12/2023]
Abstract
Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic knowledge and rapid automatized naming; RAN), we aim at evaluating the text-fading training's efficiency for a sample of German reading-impaired third graders (n = 120). The purpose of the present study was to examine (1) the predictive value of orthographic knowledge and RAN and their contribution of explained variance in comprehension performance during training, (2) text-fading training effects on reading rate and comprehension in a pre-post comparison, and (3) (lasting) text-fading training effects at word and sentence level in a pre-post-follow-up design. Results of structural models indicated RAN to be significantly related to comprehension performance for the experimental group, whereas no sufficient regression weight was found for orthographic knowledge. A reverse pattern was found for the self-paced group. No significant improvements regarding reading rate and comprehension were revealed for the experimental group after training. However, significant positive effects on word and sentence level at post-test time point indicate stronger reading improvements for the experimental compared to the control group. The retention of training gains was indicated at sentence-level reading 6 months after the training. Possible explanations for the presented positive training effects as well as the mixed results for reading rate, comprehension, and follow-up preservation are discussed.
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Affiliation(s)
- Telse Nagler
- DIPF, Leibniz Institute for Research and Information in Education, Rostocker Str. 6, 60323, Frankfurt, Germany.
- Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany.
| | - Jelena Zarić
- DIPF, Leibniz Institute for Research and Information in Education, Rostocker Str. 6, 60323, Frankfurt, Germany
- Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany
| | - Fenke Kachisi
- DIPF, Leibniz Institute for Research and Information in Education, Rostocker Str. 6, 60323, Frankfurt, Germany
- Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany
| | - Sven Lindberg
- Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany
- Department of Clinical Developmental Psychology, University of Paderborn, Paderborn, Germany
| | - Jan-Henning Ehm
- DIPF, Leibniz Institute for Research and Information in Education, Rostocker Str. 6, 60323, Frankfurt, Germany
- Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany
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Dietrichson J, Filges T, Klokker RH, Viinholt BCA, Bøg M, Jensen UH. Targeted school-based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7-12: A systematic review. CAMPBELL SYSTEMATIC REVIEWS 2020; 16:e1081. [PMID: 37131416 PMCID: PMC8356291 DOI: 10.1002/cl2.1081] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Affiliation(s)
- Jens Dietrichson
- VIVE—The Danish Center for Social Science ResearchCopenhagenDenmark
| | - Trine Filges
- VIVE—The Danish Center for Social Science ResearchCopenhagenDenmark
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Capodieci A, Cornoldi C, Doerr E, Bertolo L, Carretti B. The Use of New Technologies for Improving Reading Comprehension. Front Psychol 2020; 11:751. [PMID: 32390914 PMCID: PMC7191053 DOI: 10.3389/fpsyg.2020.00751] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2019] [Accepted: 03/27/2020] [Indexed: 11/29/2022] Open
Abstract
Since the introduction of writing systems, reading comprehension has always been a foundation for achievement in several areas within the educational system, as well as a prerequisite for successful participation in most areas of adult life. The increased availability of technologies and web-based resources can be a really valid support, both in the educational and clinical field, to devise training activities that can also be carried out remotely. There are studies in current literature that has examined the efficacy of internet-based programs for reading comprehension for children with reading comprehension difficulties but almost none considered distance rehabilitation programs. The present paper reports data concerning a distance program Cloze, developed in Italy, for improving language and reading comprehension. Twenty-eight children from 3rd to 6th grade with comprehension difficulties were involved. These children completed the distance program for 15–20 min for at least three times a week for about 4 months. The program was presented separately to each child, with a degree of difficulty adapted to his/her characteristics. Text reading comprehension (assessed distinguishing between narrative and informative texts) increased after intervention. These findings have clinical and educational implications as they suggest that it is possible to promote reading comprehension with a distance individualized program, avoiding the need for the child displacements, necessary for reaching a rehabilitation center.
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Affiliation(s)
- Agnese Capodieci
- Department of General Psychology, University of Padova, Padua, Italy
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Padua, Italy
| | - Elizabeth Doerr
- Department of General Psychology, University of Padova, Padua, Italy
| | - Laura Bertolo
- Azienda Sociosanitaria Ligure 5 Spezzino, La Spezia, Italy
| | - Barbara Carretti
- Department of General Psychology, University of Padova, Padua, Italy
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Omori M, Yamamoto JI. Sentence Reading Comprehension by Means of Training in Segment-Unit Reading for Japanese Children with Intellectual Disabilities. Behav Anal Pract 2018; 11:9-18. [PMID: 29556444 PMCID: PMC5843572 DOI: 10.1007/s40617-017-0196-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Children with intellectual disabilities (ID) often have difficulty in sentence reading and comprehension. Previous studies have shown that training in segment-unit reading (SUR) facilitates the acquisition of sentence reading comprehension skills for Japanese students with ID. However, it remains unknown whether SUR training is also effective for individuals unable to read sentences and can generalize to untrained sentences. In this study, we examined the improvement and generalization of sentence reading accuracy and comprehension for two children with ID through SUR training with listening comprehensible sentences. During training, the segments were sequentially presented in their correct spatial locations, and participants read them aloud. After the training, participants' reading accuracy and comprehension improved for both trained and untrained sentences. The results suggest that presenting the components of stimuli sequentially in their correct spatial locations is key to facilitating the development of sentence reading accuracy and comprehension for individuals with ID.
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Affiliation(s)
- Mikimasa Omori
- Department of Psychology, Graduate School of Human Relations, Keio University, 2-15-45 Minato-ku, Tokyo 108-8345 Japan
- Department of Psychology, Faculty of Humanities and Social Sciences, Showa Women’s University, D1 5T12, 1-7-57 Taishido, Setagaya-ku, Tokyo 154-8553 Japan
| | - Jun-ichi Yamamoto
- Department of Psychology, Faculty of Letters, Keio University, 2-15-45 Minato-ku, Tokyo 108-8345 Japan
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Müller B, Richter T, Karageorgos P, Krawietz S, Ennemoser M. Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders. Front Psychol 2017; 8:1635. [PMID: 28979233 PMCID: PMC5611416 DOI: 10.3389/fpsyg.2017.01635] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2017] [Accepted: 09/06/2017] [Indexed: 11/13/2022] Open
Abstract
In transparent orthographies, persistent reading fluency difficulties are a major cause of poor reading skills in primary school. The purpose of the present study was to investigate effects of a syllable-based reading intervention on word reading fluency and reading comprehension among German-speaking poor readers in Grade 4. The 16-session intervention was based on analyzing the syllabic structure of words to strengthen the mental representations of syllables and words that consist of these syllables. The training materials were designed using the 500 most frequent syllables typically read by fourth graders. The 75 poor readers were randomly allocated to the treatment or the control group. Results indicate a significant and strong effect on the fluency of recognizing single words, whereas text-level reading comprehension was not significantly improved by the training. The specific treatment effect provides evidence that a short syllable-based approach works even in older poor readers at the end of primary school.
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Affiliation(s)
- Bettina Müller
- Department of Psychology IV, Educational Psychology, University of WürzburgWürzburg, Germany
| | - Tobias Richter
- Department of Psychology IV, Educational Psychology, University of WürzburgWürzburg, Germany
| | | | - Sabine Krawietz
- Department of Sport Science, Technical University of DarmstadtDarmstadt, Germany
| | - Marco Ennemoser
- Department of Special Education, Ludwigsburg University of EducationLudwigsburg, Germany
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Profiles of French poor readers: Underlying difficulties and effects of computerized training programs. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.05.009] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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