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ERIC Number: ED229727
Record Type: Non-Journal
Publication Date: 1983-Mar
Pages: 206
Abstractor: N/A
Reference Count: N/A
A Componential Approach to Training Reading Skills. Final Report.
Frederiksen, John R.; And Others
Research was conducted to investigate the interactions among component processes of reading and to determine if a hierarchical training model, in which particular reading components are developed sequentially, is an effective way to build reading skills for a target population. Three game-like microcomputer training systems were constructed, each concerned with a critical skill previously shown to pose difficulties for secondary school students with poor reading skills: (1) perception of multiletter units appearing within words, (2) efficient phonological decoding of orthographic information in words, and (3) use of context frames in accessing and integrating meanings of words read in context. Each system was designed to develop the capacity for automatic performance of a particular component by providing a motivating, game-like environment in which to practice the skill. Subjects completed six computer-administered criterion tasks to evaluate their improvement in the targeted skill areas. Results showed that in all cases, subjects were able to reach levels of performance in the trained skills that equalled or exceeded those of high ability readers. There was also strong evidence for the transfer of acquired skills to other functionally related reading components. For subjects who completed the entire training sequence, there were increases in reading speed in an inference task, with no drop in comprehension, suggesting that improvements in the level of automaticity of multiple skill components of reading can reduce the effort required in reading for comprehension. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Bolt, Beranek and Newman, Inc., Cambridge, MA.