The project focused on the enhancement of visual word processing in children with reading problems (5th and 6th graders).
Efficient reading was found to involve the fast visual extraction of morphemes from written words. In this project, a training program which was designed to encourage such a reading process in struggling readers of German, is examined in the 5th-6th grades. The main research question was whether reading and spelling in these children can be enhanced through a computerized reading training program, which was designed to encourage morphological analysis in word processing. The morphologically based training program consists of a time-restricted presentation of the letters constituting the word-stems within words, which are presented in a computerized reading task (gespielt->ge-----t). The effects of the program were contrasted with a control training. This study contributed to the understanding of how reading ability can be promoted beyond the early years of reading instruction. Notably, in a recent pilot examination, the morphologically based training procedure showed a positive direction of effects on reading and spelling of dyslexic readers of Hebrew (Bar-Kochva, 2015). Therefore, the examination of the same principles of training in German readers also contributed to the understanding of whether this program is effective in two languages with distinctively different characteristics.
The project included two studies:
- Study 1: Struggling readers with migration background
- Study 2: Dyslexic readers
Minerva Fellowship of the
Bar-Kochva, I. (2015). An examination of an intervention program designed to enhance reading and spelling through the training of morphological decomposition in Hebrew word recognition. Scientific Studies of Reading, 1-10.
2015 – 2018
|Department:||Education and Human Development|