TY - JOUR
T1 - Increasing word-reading speed in poor readers
T2 - No additional benefits of explicit letter-cluster training
AU - Marinus, Eva
AU - de Jong, Peter
AU - van der Leij, Aryan
PY - 2012/3
Y1 - 2012/3
N2 - The present study examined whether explicit training of letter-clusters leads to more gains in word-reading speed than training of the separate letters of the same clusters. Ninety-nine poor reading second-grade children were randomly assigned to a cluster-training, a parallel letter-training, or a no-training condition. The clustertraining condition showed superior short-term and long-term improvement on rapid naming of trained and untrained letter clusters, whereas the letter-training condition showed superior short-term improvement on rapid naming of trained letters. In addition, compared with the no-training condition, the cluster and letter training showed the same superior short-term and long-term improvement on trained words and pseudowords. However, both training conditions showed only marginally more short-term improvement for untrained pseudowords and only marginally more longterm improvement on a word reading-fluency task. Apparently, improvement of rapid naming of letter clusters does not, or barely, result in improvement of untrained words and pseudowords.
AB - The present study examined whether explicit training of letter-clusters leads to more gains in word-reading speed than training of the separate letters of the same clusters. Ninety-nine poor reading second-grade children were randomly assigned to a cluster-training, a parallel letter-training, or a no-training condition. The clustertraining condition showed superior short-term and long-term improvement on rapid naming of trained and untrained letter clusters, whereas the letter-training condition showed superior short-term improvement on rapid naming of trained letters. In addition, compared with the no-training condition, the cluster and letter training showed the same superior short-term and long-term improvement on trained words and pseudowords. However, both training conditions showed only marginally more short-term improvement for untrained pseudowords and only marginally more longterm improvement on a word reading-fluency task. Apparently, improvement of rapid naming of letter clusters does not, or barely, result in improvement of untrained words and pseudowords.
UR - http://www.scopus.com/inward/record.url?scp=84859386712&partnerID=8YFLogxK
U2 - 10.1080/10888438.2011.554471
DO - 10.1080/10888438.2011.554471
M3 - Article
AN - SCOPUS:84859386712
VL - 16
SP - 166
EP - 185
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
SN - 1088-8438
IS - 2
ER -