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(Personen: "Bar-Kochva," und "Irit")

Effects of a morpheme-based training procedure on the literacy skills of readers with a reading […] Bar-Kochva, Irit; Korinth, Sebastian; Hasselhorn, Marcus Zeitschriftenbeitrag | In: Applied Psycholinguistics | 2020 41005 Endnote: Autor*innen: Bar-Kochva, Irit; Korinth, Sebastian; Hasselhorn, Marcus
Titel: Effects of a morpheme-based training procedure on the literacy skills of readers with a reading disability
In: Applied Psycholinguistics, 5 (2020) 41, S. 1061-1082
DOI: 10.1017/S0142716420000120
URL: https://dx.doi.org/10.1017/S0142716420000120
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: The effect of a computerized morpheme-based training procedure on the reading and writing skills of reading-disabled participants (N = 30, mean age = 11.23 years, SD = 0.935) was examined. Considering that fast morphological analysis has been found to have a central role in written word processing of skilled readers, the following training was designed to enhance this process: it consisted of a visual lexical-decision task in which morphologically complex words were visually presented while the duration of the word-stems' presentation was gradually restricted. A control intervention consisted of the same task, except that the duration of a nonmorphological unit's presentation was manipulated. The children were divided into two groups: one underwent the morpheme-based intervention, and the other underwent the control intervention. The morpheme-based training procedure had a positive effect beyond that of the control procedure on the spelling of untrained word stems embedded in trained prefixes and suffixes. These results suggest a general improvement in retrieval of orthographic-morphological representations in spelling. Improvements in other measures could, however, not be ascribed to the morphological manipulation alone. These results emphasize the link between morphological processing and spelling. However, the morpheme-based training procedure appears to be less relevant to the improvement of reading. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

The training of morphological decomposition in word processing and its effects on literacy skills Bar-Kochva, Irit; Hasselhorn, Marcus Zeitschriftenbeitrag | In: Frontiers in Psychology | 2017 37772 Endnote: Autor*innen: Bar-Kochva, Irit; Hasselhorn, Marcus
Titel: The training of morphological decomposition in word processing and its effects on literacy skills
In: Frontiers in Psychology, (2017) , S. 8:1583
DOI: 10.3389/fpsyg.2017.01583
URN: urn:nbn:de:0111-dipfdocs-191821
URL: http://www.dipfdocs.de/volltexte/2020/19182/pdf/fpsyg_2017_8_Bar-Kochva_Hasselhorn_The_training_of_morphological_decomposition_in_word_processing_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutsch als Zweitsprache; Deutschland; Frankfurt a.M.; Hebräisch; Lesekompetenz; Lesen; Migrationshintergrund; Rechtschreibung; Schreibkompetenz; Schüler; Schuljahr 05; Schuljahr 06; Training; Wirkung; Wirkungsforschung
Abstract: This study set out to examine the effects of a morpheme-based training on reading and writing in 5th and 6th graders (N=47), who have poor literacy skills and speak German as a second language. A computerized training, consisting of a visual computerized lexical decision task (comprising 2880 inflections and derivations, presented in 12 sessions), was designed to encourage fast morphological analysis in word processing. The children were divided between two groups: the one underwent a morpheme-based training, in which word-stems of words were presented for a limited duration, while pre- and suffixes remained on screen until response. Another group received a control training consisting of the same task, except that the duration of presentation of a non-morphological unit was restricted. In a Word Disruption Task, participants read words under three conditions: morphological separation (with symbols separating between the words' morphemes), non-morphological separation (with symbols separating between non-morphological units of words) and no-separation (with symbols presented at the beginning and end of each word). The group receiving the morpheme-based program improved more than the control group in terms of word reading fluency in the morphological condition. The former group also presented similar word reading fluency after training in the morphological condition and the in no-separation condition, thereby suggesting that the morpheme-based training contributed to the integration of morphological decomposition into the process of word recognition. At the same time, both groups similarly improved in other measures of word reading fluency. With regard to spelling, the morpheme-based training group showed a larger improvement than the control group in spelling of trained items, and a unique improvement in spelling of untrained items (untrained word-stems integrated into trained pre- and suffixes). The results further suggest some contribution of the morpheme-based training to performance in a standardized spelling task. The morpheme-based training did not, however, show any unique effect on comprehension. These results suggest that the morpheme-based training is effective in enhancing some basic literacy skill in the population examined, i.e. morphological analysis in word processing and the access to orthographic representations in spelling, with no specific effects on reading fluency and comprehension. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Reading fluency. Current insights from neuro-cognitive research and intervention studies Khateb, Asaid; Bar-Kochva, Irit (Hrsg.) Sammelband | Cham: Springer | 2016 36301 Endnote: Herausgeber*innen: Khateb, Asaid; Bar-Kochva, Irit
Titel: Reading fluency. Current insights from neuro-cognitive research and intervention studies
Erscheinungsvermerk: Cham: Springer, 2016 (Literacy studies, 12)
DOI: 10.1007/978-3-319-30478-6
Dokumenttyp: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Bilingualismus; Empirische Forschung; Finnisch; Gehirn; Hebräisch; Intervention; Kognitive Prozesse; Lesefertigkeit; Lesegeschwindigkeit; Lesen; Lesenlernen; Lesestörung; Phonologie; Schüler; Spanisch; Training
Abstract: The book presents a multidimensional perspective of recent research and reviews on fluency in reading. The first part presents recent brain-imaging findings from studies into the neurobiological basis or reading, as well as cognitive and language studies exploring the underlying factors of fluency in reading and its development. The second part comprises reviews of intervention studies that address reading ability, and in particular, fluency in reading. The book provides a unique multilingual perspective on reading research by including studies of readers of different orthographies and speakers of different languages. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

An examination of an intervention program designed to enhance reading and spelling through the […] Bar-Kochva, Irit Zeitschriftenbeitrag | In: Scientific Studies of Reading | 2016 36039 Endnote: Autor*innen: Bar-Kochva, Irit
Titel: An examination of an intervention program designed to enhance reading and spelling through the training of morphological decomposition in word recognition
In: Scientific Studies of Reading, 20 (2016) 2, S. 163-172
DOI: 10.1080/10888438.2015.1108321
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): Morphological analysis of words has been shown to characterize skilled reading. A manipulation on the presentation of words, designed to encourage this process, was examined in dyslexic readers. Fifty-eight Hebrew-speaking university students with dyslexia were divided into three groups. One underwent a very short-term morpheme-based training, consisting of a time-restricted exposure to the root morphemes of words presented in a lexical decision task. The rest of the words' letters remained on screen until a response. Another group received a control training consisting of the same procedure, except that the presentation of a nonmorphological orthographic unit was manipulated. Two untrained control groups, of dyslexic readers and of typical readers (n = 20), received pre- and posttest measures without training. The results suggest modest but positive effects on reading and spelling following the morpheme-based training, thereby suggesting that the morphological manipulation examined should be integrated in more intensive trainings. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

An examination of the process of acquiring visual word representations in dyslexic children Bar-Kochva, Irit; Gilor, Orit; Breznitz, Zvia Zeitschriftenbeitrag | In: Journal for Educational Research Online | 2016 36143 Endnote: Autor*innen: Bar-Kochva, Irit; Gilor, Orit; Breznitz, Zvia
Titel: An examination of the process of acquiring visual word representations in dyslexic children
In: Journal for Educational Research Online, 8 (2016) 1, S. 7-25
URN: urn:nbn:de:0111-pedocs-120274
URL: http://www.j-f-b.de/index.php/jero/article/view/619
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Arbeitsgedächtnis; Experimentelle Untersuchung; Grundschüler; Israel; Kognitive Kompetenz; Legasthenie; Lesen; Lesetest; Phonologie; Schuljahr 02; Schuljahr 04; Visuelle Wahrnehmung; Wort
Abstract: Kompetentes Lesen stützt sich auf die Fähigkeit, auf Wortrepräsentationen, d. h. die im Gedächtnis hergestellten Verbindungen zwischen der Orthographie eines Wortes, seiner Phonologie und seiner Bedeutung, zugreifen zu können. Ziel der vorliegenden Studie ist es, den Aneignungsprozess dieser Repräsentationen zu untersuchen. Die zentrale Hypothese ist dabei, dass Kinder mit Dyslexie Probleme haben, diese Repräsentationen aufzubauen und im Gedächtnis zu speichern, wobei angenommen werden kann, dass dies auf Grund einer Instabilität während des Prozesses der Wortdekodierung erfolgt. Die Leseleistung von Kindern mit Dyslexie wurde dafür verglichen mit der Leistung von Leserinnen und Lesern gleichen Alters sowie mit Leserinnen und Lesern, die auf demselben Niveau lesen (n = 20 pro Gruppe). Getestet wurde die Hypothese, indem den Leserinnen und Leser mehrmals dieselben Zielwörter vorgelegt wurden, welche in Wortlisten und sinnvolle Texte eingebettet waren. Dabei handelte es sich um Worte, bei denen die Kinder mit Dyslexie in einem Pre-Test Leseschwierigkeiten hatten, die jedoch Teil ihres gesprochenen Vokabulars waren. Analysiert wurden die Ergebnisse der jeweiligen Konfrontationen mit einem Zielwort. Die Befunde zeigen für Kinder mit Dyslexie auch bei einer wiederholten Auseinandersetzung mit denselben Zielworten geringere Genauigkeitsraten im Vergleich zu typischen Leserinnen und Lesern. Darüber hinaus ergeben sich bei den Kindern mit Dyslexie stärkere Schwankungen in der Art der Ergebnisse und mehr Inkonsistenzen, wenn es darum geht, dasselbe Ergebnis bei mehreren Konfrontationen mit demselben Zielwort wiederzugeben. Insofern stützen die Ergebnisse die Hypothese eines Defizits beim Aufbau und der Speicherung von Wortrepräsentationen während des Lesens bei Leserinnen und Leser mit Dyslexie und weisen auf eine Instabilität im Prozess des Dekodierens von Orthographie zu Phonologie hin. (DIPF/Orig.)
Abstract (english): Skilled reading relies on the ability to access word representations, conceptualized as connections established between a word's orthography, phonology and meaning in memory. This study set out to explore the process of acquisition of these representations. The central hypothesis was that dyslexic readers would present difficulties in forming and maintaining word representations in memory, presumably due to instability in processes of decoding. Their performance was compared to the performance of age-matched and reading-level-matched typical readers (n = 20 per group). The hypothesis was tested by repeatedly exposing the readers to the same target words embedded in word-lists and meaningful texts. The targets were words which the dyslexic participants had difficulty to read in a pre-test, while being part of their spoken vocabulary. The output of each encounter with a target word was analyzed. The results indicate reduced accuracy rates of dyslexic readers compared to typical readers, despite the repeated exposures to the same targets. In addition, dyslexic readers showed larger variability in types of output and higher rates of inconsistency in producing the same output across encounters with the same target. The results therefore uphold the hypothesis of a deficiency of dyslexic readers in forming and retaining word representations in reading, and point to instability in processes of decoding orthography to phonology. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Computergestützte Ansätze zur Förderung der Leseleistung durch Manipulation individueller Lesezeiten Lindberg, Sven; Nagler, Telse; Bar-Kochva, Irit; Hasselhorn, Marcus Sammelbandbeitrag | Aus: Hasselhorn, Marcus;Schneider, Wolfgang (Hrsg.): Förderprogramme für Vor- und Grundschule | Göttingen: Hogrefe | 2016 36188 Endnote: Autor*innen: Lindberg, Sven; Nagler, Telse; Bar-Kochva, Irit; Hasselhorn, Marcus
Titel: Computergestützte Ansätze zur Förderung der Leseleistung durch Manipulation individueller Lesezeiten
Aus: Hasselhorn, Marcus;Schneider, Wolfgang (Hrsg.): Förderprogramme für Vor- und Grundschule, Göttingen: Hogrefe, 2016 (Tests und Trends. N.F., 14), S. 199-208
Dokumenttyp: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Auswahl; Computerunterstütztes Verfahren; Deutschland; Großbritannien; Grundschüler; Intervention; Israel; Leseförderung; Lesegeschwindigkeit; Lesestörung; Leseverstehen; Niederlande; Studien; Text; Training
Abstract: Im Bereich der computergestützten Leseförderung wurden in den letzten Jahren erfolgreich Interventionsprogramme eingesetzt, in denen individuelle Lesezeiten direkt manipuliert wurden. Grundlage dieser Programme ist das sogenannte Beschleunigungsphänomen, das einen messbaren Anstieg des Leseverständnisses umschreibt, der durch eine künstliche Steigerung des individuellen Lesetempos erzeugt wurde. Der vorliegende Beitrag bietet einen aktuellen Überblick über den Forschungsstand und beschreibt verschiedene Ansätze der Manipulation von Lesezeiten. Stärken und Schwächen bisheriger Arbeiten werden beleuchtet und es werden zusammenfassend die Herausforderungen weiterführender Forschung skizziert. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

The relations between reading and spelling. An examination of sub-types of reading-disability Bar-Kochva, Irit; Amiel, Meirav Zeitschriftenbeitrag | In: Annals of Dyslexia | 2015 35792 Endnote: Autor*innen: Bar-Kochva, Irit; Amiel, Meirav
Titel: The relations between reading and spelling. An examination of sub-types of reading-disability
In: Annals of Dyslexia, 66 (2015) 2, S. 219-234
DOI: 10.1007/s11881-015-0117-8
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Erwachsener; Gruppe; Hebräisch; Israel; Legasthenie; Lesefertigkeit; Lesestörung; Phonologie; Rechtschreibschwäche; Rechtschreibung; Test
Abstract (english): Three groups of reading-disabled children were found in studies of English, German, and French: a group with a double deficit in reading and spelling, a group with a single spelling deficit, and a more rarely reported group presenting a single reading deficit. This study set out to examine whether these groups can be found in adults, readers and spellers of Hebrew, which differs from the previously studied orthographies in many aspects. To this end, Hebrew-speaking adults with or without reading disability were administered various literacy and literacy-related tests. Results confirm the existence of the same three groups. While all shared a phonological deficit, subtle differences in phonological decoding ability and in speed of processing distinguished between the groups. The study therefore suggests that the previously reported associations and dissociations between reading and spelling are not restricted to English, German, or French and may not be only developmental in nature. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

In search of methods enhancing fluency in reading. An examination of the relations between time […] Bar-Kochva, Irit; Hasselhorn, Marcus Zeitschriftenbeitrag | In: Journal of Experimental Child Psychology | 2015 35633 Endnote: Autor*innen: Bar-Kochva, Irit; Hasselhorn, Marcus
Titel: In search of methods enhancing fluency in reading. An examination of the relations between time constraints and processes of reading in readers of German
In: Journal of Experimental Child Psychology, 140 (2015) , S. 140-157
DOI: 10.1016/j.jecp.2015.06.012
URN: urn:nbn:de:0111-pedocs-178751
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-178751
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Computerunterstütztes Verfahren; Deutschland; Experiment; Frankfurt a.M.; Kognitive Kompetenz; Lesegeschwindigkeit; Lesestörung; Lesetest; Rechtschreibschwäche; Rechtschreibtest; Schüler; Schuljahr 05; Wortschatz
Abstract: The attainment of fluency in reading is a major difficulty for reading-disabled people. Manipulations applied on the presentation of texts, leading to "on-line" effects on reading (i.e., while texts are manipulated), are one direction of examinations in search of methods affecting reading. The imposing of time constraints, by deleting one letter after the other from texts presented on a computer screen, has been established as such a method. In an attempt to further understand its nature, we tested the relations between time constraints and processes of reading: phonological decoding of small orthogrpahic units and the addressing of orthographic representations from the mental lexicon. We also examined whether the type of orthogrpahic unit deleted (lexical, sublexical, or nonlexical unit) has any additional effect. Participants were German fifth graders with (n = 29) or without (n = 34) reading disability. Time constraints enhanced fluency in reading in both groups, and to a similar extent, across conditions. Comprehension was unimpaired. These results place the very principle of time constraints, regardless of the orthographic unit manipulated, as a critical factor affecting fluency in reading. However, phonological decoding explained a significant amount of variance in fluency in reading across all conditions in reading-disabled children, whereas the addressing of orthographic representations was the consistent predictor of fluency in reading in regular readers. These results indicate a qualitative difference in the processes explaining the variance in fluency in reading in regular and reading-disabled readers and suggest that time constraints might not have an effect on the relations between these processes and reading performance. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

The relations between early working memory abilities and later developing reading skills. A […] Nevo, Einat; Bar-Kochva, Irit Zeitschriftenbeitrag | In: Mind, Brain and Education | 2015 35793 Endnote: Autor*innen: Nevo, Einat; Bar-Kochva, Irit
Titel: The relations between early working memory abilities and later developing reading skills. A longitudinal study from kindergarten to fifth grade
In: Mind, Brain and Education, 9 (2015) 3, S. 154-163
DOI: 10.1111/mbe.12084
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Arbeitsgedächtnis; Hebräisch; Israel; Kind; Kindergarten; Längsschnittuntersuchung; Lesen; Leseverstehen; Phonologie; Risikokind; Schuljahr 01; Schuljahr 02; Schuljahr 05; Visuelle Wahrnehmung
Abstract: This study investigated the relations of early working-memory abilities (phonological and visual-spatial short-term memory [ STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew-speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in Grades 1, 2, and 5. All memory measures, but phonological STM, correlated with reading up to Grade 5. Regression analyses (with intelligence quotient controlled) demonstrated that phonological complex memory predicted all reading skills in Grade 1, and accuracy in Grade 2. The rather understudied visual-spatial memory predicted comprehension in Grades 2 ( STM) and 5 (complex memory). The results point to an important role of the phonological complex memory in early assessment, and suggest a long-lasting role of early visual-spatial memory in predicting variance in reading. Whether this role of the visual-spatial memory is unique to the Hebrew orthography because of its visual features requires, however, further investigation. (DIPF/Autor)
DIPF-Abteilung: Bildung und Entwicklung