Reading improvement in English- and Hebrew-speaking children with reading difficulties after reading acceleration training

Tzipi Horowitz-Kraus; Nicole Cicchino; Merav Amiel; Scott K. Holland; Zvia Breznitz

doi:10.1007/s11881-014-0093-4

Reading improvement in English- and Hebrew-speaking children with reading difficulties after reading acceleration training

Tzipi Horowitz-Kraus, Nicole Cicchino, Merav Amiel, Scott K. Holland, Zvia Breznitz

Department of Learning Disabilities

Research output: Contribution to journal › Article › peer-review

Abstract

A reading acceleration program known to improve reading fluency in Hebrew-speaking adults was tested for its effect on children. Eighty-nine Hebrew- and English-speaking children with reading difficulties were divided into a waiting list group and two training groups (Hebrew and English) and underwent 4 weeks of reading acceleration training. Results of pre- and post-testing of reading abilities point to a significant main effect of the test, demonstrating improvements in silent contextual reading speed, reading comprehension, and speed of processing in both Hebrew and English training groups as compared to their performance before the intervention. This study indicates that the Reading Acceleration Program might be an effective program for improving reading abilities in children, independent of language.

Original language	English
Pages (from-to)	183-201
Number of pages	19
Journal	Annals of Dyslexia
Volume	64
Issue number	3
DOIs	https://doi.org/10.1007/s11881-014-0093-4
State	Published - 24 Oct 2014

Bibliographical note

Publisher Copyright:
© 2014, The International Dyslexia Association.

Keywords

Dyslexia
Fluency
Oral and silent reading
Reading Acceleration Program

ASJC Scopus subject areas

Education
Speech and Hearing

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/s11881-014-0093-4

Cite this

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abstract = "A reading acceleration program known to improve reading fluency in Hebrew-speaking adults was tested for its effect on children. Eighty-nine Hebrew- and English-speaking children with reading difficulties were divided into a waiting list group and two training groups (Hebrew and English) and underwent 4 weeks of reading acceleration training. Results of pre- and post-testing of reading abilities point to a significant main effect of the test, demonstrating improvements in silent contextual reading speed, reading comprehension, and speed of processing in both Hebrew and English training groups as compared to their performance before the intervention. This study indicates that the Reading Acceleration Program might be an effective program for improving reading abilities in children, independent of language.",

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Y1 - 2014/10/24

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KW - Oral and silent reading

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Reading improvement in English- and Hebrew-speaking children with reading difficulties after reading acceleration training

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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