FLINK – How to Read Fluently: Individual Intervention of Reading Competencies
The Project FLINK aims at investigating a computerized reading fluency training for children with average and below average reading proficiency in Grades 3 and 4. Up to 54 training sessions are offered within a school year. FLINK will be accompanied by regularly administered learning diagnostics, can be presented in group settings and handled mostly autonomously by the participants.
The goal of the project FLINK is to investigate a computerized reading fluency training for children with average and below average reading proficiency level. The training program comprises a text-fading manipulation, which erases text letter by letter in reading direction from the computer screen and has been proved to be effective in previous studies (see project LeA-Training). Empirical results indicate that the text-fading manipulation may help to focus more on the reading material and to improve reading rate and reading comprehension.
FLINK is addressed to children with average and below average reading proficiency in Grades 3 and 4. Participating children can work through up to 54 training sessions within a school year. Each training session lasts approximately 45 minutes, 2 sessions per week are recommended. FLINK will be accompanied by regularly administered computerized learning diagnostics via quop to capture the children’s reading progress. The required devices (computer/tablet and headphones) to run the training program will be provided by the cooperating schools. The computerized training can be presented in group settings and can be handled mostly autonomously by the participants.
the Federal Ministry of Education and Research (BMBF) as part of the project SchuMaS and the DIPF
Korinth, S. P., & Nagler, T. (2021). Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach. Language and Linguistics Compass, 15(3), e12408. doi:10.1111/lnc3.12408
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., Zarić, J., Kachisi, F., Lindberg, S., & Ehm, J.-H. (2021). Reading-impaired children improve through text-fading training: Analyses of comprehension, orthographic knowledge, and RAN. Annals of Dyslexia, 71, 458–482. doi:10.1007/s11881-021-00229-x
01/2022 – 12/2025
|Department:||Education and Human Development|
|Contact:||Dr. Jelena Zaric, Academic Staff|