LeA-Training – Learning Acceleration Training
The focus of the project LeA-Training was to investigate a reading fluency training programme. The project aimed at identifying the underlying mechanisms resulting in reading improvement to effectively implement the training for children with reading difficulties.
The project LeA-Training examined a reading fluency training programme, which was designed to improve the reading performance of children with reading difficulties. Previous training studies used a text-fading manipulation with the goal of increasing reading rate and comprehension. In this manipulation, text is erased on a computer screen at the previously determined individual reading rate and proved to be effective to improve children’s reading performance (see project LeA). The research project LeA-Training aimed at further investigating the training approach. In the focus of interest were theoretical considerations about strategy usage behavior and its interplay with basic cognitive reading-related measurements, to get insights into mechanisms responsible for reading performance improvements in text-fading training.
In collaboration with schools and parents children with reading difficulties were trained over a period of several weeks. Reading fluency performance were measured and cognitive data collected to investigate the training’s effectiveness. In the long term, the results of this project should help to identify conditions in which reading performance can be improved to develop an efficient reading fluency training programme for children with reading difficulties. Further informationen can be found on the website of the German Research Foundation (DFG): Underlying mechanisms of text-fading for children with reading difficulties.
- until 04/2018: Deutsche Forschungsgemeinschaft (DFG)
- since 05/2018: DIPF
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., Linkersdörfer, J., Lonnemann, J., Hasselhorn, M., & Lindberg, S. (2016). The impact of text fading on reading in children with reading difficulties. Journal for Educational Research Online, 8(1), 26-41.
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(3), 458-482. doi:10.1007/s11881-021-00229-x
Status: Completed ProjectsDepartment: Education and Human Development Unit: Development of Successful Learning Duration: 04/2016 – 11/2023Funding: DIPFContact: PD Dr. Telse Nagler, Academic Staff
