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ERIC Number: EJ937996
Record Type: Journal
Publication Date: 2006
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0142-7164
Addressing Semantics Promotes the Development of Reading Fluency
Berends, Inez E.; Reitsma, Pieter
Applied Psycholinguistics, v27 n2 p247-265 2006
In two experimental training studies we examined the hypothesis that an emphasis on the meaning of a word is more effective than merely focusing on the orthography to increase reading fluency. Reading delayed children from Grade 1 (mean age = 7.3 years) and two groups from Grade 2 (mean age = 8.3 and 7.8 years) repeatedly read words while focusing either on the orthography or on the semantics of the word. Furthermore, the claim that limited exposure duration during training further promotes fluency was examined. The results show that the semantic based exercises yield more effect than orthographic training, especially for Grade 2 students. No beneficial effect is found for limited presentation duration. The results strongly suggest that practice with printed words with a specific focus on the semantic characteristics effectively promotes the attainment of reading fluency.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 1; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A