Project LeA-Training
Learning Acceleration Training
The focus of project LeA-Training is to investigate a reading fluency training program. The project aims at identifying the underlying mechanisms resulting in reading improvement to effectively implement the training for children with reading difficulties.
The project LeA-Training examines a reading fluency training program, which is designed to improve the reading performance of children with reading difficulties. Previous training studies used a text-fading manipulation with the goal of increasing reading rate and comprehension. In this manipulation, text is erased on a computer screen at the previously determined individual reading rate and proved to be effective to improve children’s reading performance (see project LeA). The research project LeA-Training aims at further investigating the training approach. In the focus of interest are theoretical considerations about strategy usage behavior and its interplay with basic cognitive reading-related measurements, to get insights into mechanisms responsible for reading performance improvements in text-fading training.
In collaboration with schools and parents children with reading difficulties will be trained over a period of several weeks. Reading fluency performance will be measured and cognitive data will be collected to investigate the training’s effectiveness. On the long term, the results of this project are expected to help identify conditions in which reading performance can be improved to develop an efficient reading fluency training program for children with reading difficulties. Further informationen on the website of the German Research Foundation (DFG): Underlying mechanisms of text-fading for children with reading difficulties.
Selected Publications
Nagler, T. (2012). The Acceleration Phenomenon. Investigating Factors Influencing its Effectiveness. Dissertation, Goethe-Universität, Frankfurt am Main.
Nagler, T., Korinth, S. P., Linkersdörfer, J., Lonnemann, J., Rump, B., Hasselhorn, M., & Lindberg, S. (2015). Text-fading based training leads to transfer effects on children’s sentence reading fluency. Frontiers in Psychology, 6:119. doi:10.3389/fpsyg.2015.00119
Nagler, T., Lonnemann, J., Linkersdörfer, J., Hasselhorn, M., & Lindberg, S. (2014). The impact of reading material’s lexical accessibility on text fading effects in children’s reading performance. Reading and Writing, 27, 841-853. doi:10.1007/s11145-013-9468-x
Funding
