Do Cognitive and Non-Cognitive Factors Predict Responses to Reading Fluency Interventions?

被引:1
作者
Aro, Tuija [1 ,2 ,3 ,4 ]
Koponen, Tuire [2 ,3 ]
Peura, Pilvi [3 ]
Raikkonen, Eija [1 ]
Viholainen, Helena [1 ]
Aro, Mikko [1 ,3 ]
机构
[1] Univ Jyvaskyla, Jyvaskyla, Finland
[2] Niilo Maki Inst, Jyvaskyla, Finland
[3] Univ Jyvaskyla, Ctr Excellence Learning Dynam & Intervent Res Inte, Jyvaskyla, Finland
[4] Univ Jyvaskyla, Dept Psychol, Jyvaskyla, Finland
基金
芬兰科学院;
关键词
Cognitive predictors; non-cognitive predictors; reading fluency intervention; response to intervention; SELF-EFFICACY; ANXIETY; DISABILITIES; CHILDREN; METAANALYSIS; HYPOTHESIS; MOTIVATION;
D O I
10.1080/00220973.2024.2358501
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
We investigated whether emotional and motivational factors had predictive effects beyond those of cognitive factors on responses to two reading fluency interventions. Eighty-two dysfluent readers (Grades 3-5) participated in a 12-week school-based fluency intervention, either combined with or without self-efficacy support. Response to the intervention was determined by the fluency gain score and the Reliable Change Index. In the skill-focused intervention, cognitive predictors contributed to the response, and reading-related anxiety and self-efficacy had effects beyond the cognitive predictors. Weaker initial reading skills and older age predicted response in the combined intervention. Thus, children's personal characteristics may have a greater influence on their responses in a skills-focused intervention than in an intervention that also considers emotional and motivational aspects.
引用
收藏
页数:19
相关论文
共 67 条
  • [1] Ahonen T., 1999, NOPEAN SARJALLISEN N
  • [2] Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study
    Al Otaiba, Stephanie
    Fuchs, Douglas
    [J]. JOURNAL OF LEARNING DISABILITIES, 2006, 39 (05) : 414 - 431
  • [3] Learning to read: English in comparison to six more regular orthographies
    Aro, M
    Wimmer, H
    [J]. APPLIED PSYCHOLINGUISTICS, 2003, 24 (04) : 621 - 635
  • [4] Can reading fluency and self-efficacy of reading fluency be enhanced with an intervention targeting the sources of self-efficacy?
    Aro, T.
    Viholainen, H.
    Koponen, T.
    Peura, P.
    Raikkonen, E.
    Salmi, P.
    Sorvo, R.
    Aro, M.
    [J]. LEARNING AND INDIVIDUAL DIFFERENCES, 2018, 67 : 53 - 66
  • [5] Bandura A., 2005, Self-Efficacy Beliefs of Adolescents, P307
  • [6] Bandura A., 1997, Social learning theory
  • [7] A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
    Barth, Amy E.
    Denton, Carolyn A.
    Stuebing, Karla K.
    Fletcher, Jack M.
    Cirino, Paul T.
    Francis, David J.
    Vaughn, Sharon
    [J]. JOURNAL OF THE INTERNATIONAL NEUROPSYCHOLOGICAL SOCIETY, 2010, 16 (03) : 526 - 536
  • [8] Perceived negative consequences of dyslexia: the influence of person and environmental factors
    Bazen, Loes
    de Bree, Elise H.
    van den Boer, Madelon
    de Jong, Peter F.
    [J]. ANNALS OF DYSLEXIA, 2023, 73 (02) : 214 - 234
  • [9] Borland E, 2017, J ALZHEIMERS DIS, V59, P893, DOI [10.3233/JAD-170203, 10.3233/jad-170203]
  • [10] Breznitz Z., 2010, Reading acceleration program (RAP)