Improving word reading speed: individual differences interact with a training focus on successes or failures

[1]  Jamie L. Metsala,et al.  Word Recognition in Beginning Literacy , 2013 .

[2]  Heikki Lyytinen,et al.  Repeated Reading of Syllables Among Finnish-Speaking Children With Poor Reading Skills , 2010 .

[3]  A. van der Leij,et al.  Predictors of Response to Intervention of Word Reading Fluency in Dutch , 2010, Journal of learning disabilities.

[4]  Melanie R. Kuhn,et al.  Review of Research: Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency , 2010 .

[5]  Patricia F. Vadasy,et al.  Supplemental Fluency Intervention and Determinants of Reading Outcomes , 2009 .

[6]  B. Riddick.  Living With Dyslexia: The social and emotional consequences of specific learning difficulties/disabilities , 1996 .

[7]  Ludo Verhoeven,et al.  Modeling the Growth of Word-Decoding Skills: Evidence From Dutch , 2009 .

[8]  Patrick Snellings,et al.  Enhancing the Reading Fluency and Comprehension of Children With Reading Disabilities in an Orthographically Transparent Language , 2009, Journal of learning disabilities.

[9]  Paige C. Pullen,et al.  The Complex Nature of Reading Fluency: A Multidimensional View , 2008 .

[10]  Sylvia Defior,et al.  Dyslexia speed problems in a transparent orthography , 2008, Annals of dyslexia.

[11]  Vanessa E. G. Martens,et al.  Effects of Repeated Reading on the Length Effect in Word and Pseudoword Reading. , 2008 .

[12]  V. Shute.  Focus on Formative Feedback , 2007 .

[13]  Michael C. Mckenna,et al.  Revisiting the role of miscue analysis in effective teaching , 2006 .

[14]  Marijke Bouwmans,et al.  The Prevalence of Poor Reading in Dutch Special Elementary Education , 2006, Journal of learning disabilities.

[15]  Paula J Schwanenflugel,et al.  Becoming a fluent and automatic reader in the early elementary school years. , 2006, Reading research quarterly.

[16]  S. P. Ardoin,et al.  The Effects of Alternate Forms of Performance Feedback on Elementary-Aged Students’ Oral Reading Fluency , 2006 .

[17]  P. Reitsma,et al.  Remediation of Fluency: Word Specific or Generalised Training Effects? , 2006 .

[18]  P. BartczukRafał,et al.  Jochen Musch, Karl Ch. Klauer (red.), The psychology of evaluation. Affective processes in cognition and emotion, Mahwah, NJ–London: Lawrence Erlbaum Associates, 2003 , 2006 .

[19]  A. Nunn.  Dutch orthography : a systematic investigation of the spelling of Dutch words , 2006 .

[20]  B. Iwata,et al.  Analysis of response repetition as an error-correction strategy during sight-word reading. , 2005, Journal of applied behavior analysis.

[21]  Zvia Breznitz,et al.  Fluency in Reading: Synchronization of Processes , 2005 .

[22]  Linnea C. Ehri,et al.  Learning to Read Words: Theory, Findings, and Issues , 2005 .

[23]  A. Karni,et al.  An fMRI study of the differential effects of word presentation rates (reading acceleration) on dyslexic readers' brain activity patterns , 2005, Journal of Neurolinguistics.

[24]  Fernand Gobet,et al.  Published online in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/acp.1110 Chunking Models of Expertise: Implications for Education FERNAND GOBET* , 2022 .

[25]  C. Singleton.  Dyslexia and oral reading errors , 2005 .

[26]  M. Caravolas.  The Nature and Causes of Dyslexia in Different Languages. , 2005 .

[27]  Charles Hulme,et al.  The science of reading: A handbook. , 2005 .

[28]  M. Snowling,et al.  A Cross-Linguistic Comparison of Children Learning to Read in English and Dutch. , 2004 .

[29]  Nick C. Ellis,et al.  The Effects of Orthographic Depth on Learning to Read Alphabetic, Syllabic, and Logographic Scripts. , 2004 .

[30]  K. A. Ericsson,et al.  Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. , 2004, Academic medicine : journal of the Association of American Medical Colleges.

[31]  Wim H. J. Bon,et al.  Using Pencil-and-Paper Lexical-Decision Tests to Assess Word Decoding Skill: Aspects of Validity and Reliability. , 2004 .

[32]  L. Fuchs,et al.  Sources of Individual Differences in Reading Comprehension and Reading Fluency. , 2003 .

[33]  H. Wimmer,et al.  Learning to read: English in comparison to six more regular orthographies , 2003, Applied Psycholinguistics.

[34]  P. H. Seymour,et al.  Foundation literacy acquisition in European orthographies. , 2003, British journal of psychology.

[35]  P. F. Jong,et al.  Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. , 2003 .

[36]  Steven A. Stahl,et al.  Fluency: A review of developmental and remedial practices. , 2003 .

[37]  K. Hall.  Listening to stephen read: Multiple Perspectives on Literacy , 2003 .

[38]  J.F.J. van Leeuwe,et al.  Ontwikkeling van decodeervaardigheid in het basisonderwijs , 2003 .

[39]  S. Vaughn,et al.  A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities , 2002, Journal of learning disabilities.

[40]  E. A. Locke,et al.  Building a practically useful theory of goal setting and task motivation. A 35-year odyssey. , 2002, The American psychologist.

[41]  Jane Oakhill,et al.  Reading Development and the Teaching of Reading , 2002 .

[42]  K. Landerl.  Word recognition deficits in German: more evidence from a representative sample. , 2001, Dyslexia.

[43]  Maryanne Wolf,et al.  Reading Fluency and Its Intervention , 2001 .

[44]  M Stuart,et al.  The role of scaffolding errors in reading development: evidence from a longitudinal and a correlational study. , 2001, The British journal of educational psychology.

[45]  Alison Kelly,et al.  Reading Under Control: Teaching Reading in the Primary School , 2000 .

[46]  John M. Hintze,et al.  The Effects of Performance Feedback and Goal Setting on Oral Reading Fluency Within Curriculum-Based Measurement , 2000 .

[47]  Dc Washington.  National Reading Panel. , 2000 .

[48]  D. Langenberg.  Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction , 2000 .

[49]  R. Felton,et al.  Repeated reading to enhance fluency: Old approaches and new directions , 1999 .

[50]  H. Lee Swanson,et al.  Reading Research for Students with LD , 1999, Journal of learning disabilities.

[51]  H. Lee Swanson,et al.  Interventions for Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes , 1999 .

[52]  D. Share.  Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. , 1999, Journal of experimental child psychology.

[53]  Betty Jo Evers,et al.  Teaching Children To Read and Write. , 1999 .

[54]  Carl J. Huberty,et al.  Statistical Practices of Educational Researchers: An Analysis of their ANOVA, MANOVA, and ANCOVA Analyses , 1998 .

[55]  A. Kluger,et al.  Feedback Interventions , 1998 .

[56]  P. Allerup,et al.  Comparing Differences in Accuracy across Conditions or Individuals: An Argument for the Use of Log Odds , 1998 .

[57]  Linnea C. Ehri,et al.  Grapheme-phoneme knowledge is essential for learning to read words in English , 1998 .

[58]  Uta Frith,et al.  Differences in Phonological Recoding in German- and English-Speaking Children. , 1998 .

[59]  R. Schreuder,et al.  Training of poor readers' phonological decoding skills: Evidence for syllable-bound processing , 1997 .

[60]  W. Wentink.  From graphemes to syllables: the development of phonological decoding skills in poor and normal readers , 1997 .

[61]  A. Kluger,et al.  The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. , 1996 .

[62]  R. H. Baayen,et al.  The CELEX Lexical Database (CD-ROM) , 1996 .

[63]  Linnea C. Ehri,et al.  Phases of development in learning to read words by sight , 1995 .

[64]  D. Share.  Phonological recoding and self-teaching: sine qua non of reading acquisition , 1995, Cognition.

[65]  G. Booij.  The Phonology of Dutch , 1995 .

[66]  Robert Schreuder,et al.  Poor readers decoding skills: Effects of training with limited exposure duration , 1995 .

[67]  H. Wimmer,et al.  The influence of orthographic consistency on reading development: word recognition in English and German children , 1994, Cognition.

[68]  C. Perfetti.  The Representation Problem in Reading Acquisition , 1992 .

[69]  W. Bender.  Learning Disabilities: Characteristics, Identification, and Teaching Strategies , 1992 .

[70]  R. Snow,et al.  Aptitude-treatment interaction as a framework for research on individual differences in psychotherapy. , 1991, Journal of consulting and clinical psychology.

[71]  Marilyn Jager Adams,et al.  Beginning To Read: Thinking and Learning about Print. , 1991 .

[72]  Geoffrey E. Hinton,et al.  Distributed Representations , 1986, The Philosophy of Artificial Intelligence.

[73]  A. V. Leij,et al.  Repeated reading and severe reading disability , 1990 .

[74]  Irwin L. Goldstein,et al.  Training and Development in Organizations , 1989 .

[75]  P. Ackerman,et al.  Motivation and cognitive abilities: an integrative/aptitude-treatment interaction approach to skill acquisition , 1989 .

[76]  Philip M. Podsakoff,et al.  Effects of feedback sign and credibility on goal setting and task performance , 1989 .

[77]  Gary P. Latham,et al.  Behavioral approaches to the training and learning process. , 1989 .

[78]  Roger Beard,et al.  Developing reading 3-13 , 1987 .

[79]  James L. McClelland,et al.  Parallel distributed processing: explorations in the microstructure of cognition, vol. 1: foundations , 1986 .

[80]  P. Reitsma,et al.  Printed word learning in beginning readers , 1983 .

[81]  L. Vygotsky.  Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[82]  L. S. Vygotskiĭ,et al.  Mind in society : the development of higher psychological processes , 1978 .

[83]  L. Cronbach,et al.  Aptitudes and instructional methods: A handbook for research on interactions , 1977 .

[84]  Hubert Au.  Analyzing Oral Reading Errors to Improve Instruction. , 1977 .

[85]  David C. Berliner,et al.  Effects of Position and Type of Question on Learning from Prose Material: Interaction of Treatments with Individual Differences. , 1974 .

[86]  Glenn H. Bracht.  Experimental Factors Related to Aptitude-Treatment Interactions , 1970 .

[87]  Rose-Marie Weber,et al.  A Linguistic Analysis of First-Grade Reading Errors. , 1970 .

[88]  Kenneth S. Goodman,et al.  Analysis of Oral Reading Miscues: Applied Psycholinguistics. , 1969 .