Impacts of a word-picture training on literacy skills in … Jerusalem190614.pdfImpacts of a...
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Impacts of a word-picture training on literacy skills in elementary school children and youths with intellectual disabilities Katja Margelisch 1,2,4 , Minna Törmänen 2,3 , Barbara Studer 1,2 , Doris Eckstein 1,2 , Walter J. Perrig 1,2 1 Department of Psychology, University of Bern, Switzerland 2 Center for Cognition, Learning, and Memory, Service Center, University of Bern, Switzerland 3 Department of Special Education, University of Helsinki, Finland 4 Department of Pediatric Neurology, University Children’s Hospital Bern, Switzerland Results Introduction Implicit learning processes like statistical learning seem to be largely independent of IQ and age. Our findings highlight the need for frequent reading trainings with semantic connections in order to support the acquisition of literacy skills. References: Pollo, T. C., Kessler, B., & Treiman, R. (2009). Statistical patterns in children’s early writing. Journal of Experimental Child Psychology, 104(4), 410-426. Wang, H. C., Castles, A., Nickels, L., & Nation, K. (2011). Context effects on orthographic learning of regular and irregular words. Journal of experimental child psychology, 109(1), 39-57. For more information, please contact: [email protected] General conclusions Auditory-visual matching training (Audilex, AL) Word-picture Training (WPT) Working memory training (Brain Twister, BT) • Auditory & visual processing • Phonological awareness • Reading, spelling • Working memory • School behavior • Intelligence Participants & Methods Participants & Methods Pre-Tests Intervention Post- Tests Delayed Post- Tests Training: 3x / week, 15min / session, during 8 weeks = 24 training sessions with educator or psychologist First study: 3 interventions with elementary school children 132 children from regular elementary schools in Switzerland • 8-11 years old (2 nd , 3 rd or 4 th graders) • focused on whole school class interventions • studying pupils with diagnosed learning disabilities or not diagnosed learning difficulties There is convincing evidence that phonological, orthographic and semantic processes influence children’s ability to learn reading and spelling words. By frequent reading, children acquire implicit knowledge about the frequency of letter patterns in written words, and they use this knowledge during reading and spelling (Pollo et al., 2009). Additionally, semantic connections facilitate the storing of words in memory (Wang et al., 2011). We are investigating the effects of a word-picture training (WPT) which is based on statistical and semantic learning on reading in healthy elementary school children and children who are suffering from learning difficulties and / or intellectual disabilities. • Auditory & visual processing • Phonological awareness • Reading, spelling • Working memory • School behavior • Intelligence 0 10 20 30 40 50 60 70 80 BT AL WPT Percent rank Intervention regimes Pretest Reading comprehension Pretest spelling Posttest reading comprehension Posttest spelling The word-picture training (WPT) led to substantial gains in reading accuracy in comparison to the working memory training (BT). Within the word-picture intervention group, children with diagnosed learning disabilities profited more in spelling as children without learning difficulties. Children without learning difficulties benefited more in word comprehension as children with learning difficulties. Second study: word-picture training in curative education schools 50 children and adolescents from curative education schools in Switzerland with intellectual disabilities (IQ 75). 9-18 years old 2 training groups (waiting control group design) Test battery (T1, T2, T3): phonological awareness, reading, spelling, attention, intelligence, verbal memory, school behavior Assessment T1 (Group A & B) Assessment T2 (Group A & B) Training Group A Training Group B Assessment T3 (Group A & B) Training: 5x / week, 15min / session, during 4 weeks = 20 training sessions with educator or psychologist The word-picture training led to substantial gains in reading. The effects were preserved six weeks later. No effects were found in spelling. T1 T2 T3 Group A 20.22 27.43 27.41 Group B 25.12 24.62 28.44 20 21 22 23 24 25 26 27 28 29 words/min (raw values) reading accuracy (T1, T2, T3)
Transcript of Impacts of a word-picture training on literacy skills in … Jerusalem190614.pdfImpacts of a...
Impacts of a word-picture training on literacy skills
in elementary school children and youths with intellectual disabilities
Katja Margelisch1,2,4, Minna Törmänen2,3, Barbara Studer1,2, Doris Eckstein1,2, Walter J. Perrig1,2
1 Department of Psychology, University of Bern, Switzerland 2 Center for Cognition, Learning, and Memory, Service Center, University of Bern, Switzerland 3 Department of Special Education, University of Helsinki, Finland 4 Department of Pediatric Neurology, University Children’s Hospital Bern, Switzerland
Results
Introduction
Implicit learning processes like statistical learning seem to be largely independent of IQ and age. Our findings highlight the need for frequent reading trainings with
semantic connections in order to support the acquisition of literacy skills. References: Pollo, T. C., Kessler, B., & Treiman, R. (2009). Statistical patterns in children’s early writing. Journal of Experimental Child Psychology, 104(4), 410-426. Wang, H. C., Castles, A., Nickels, L., & Nation, K.
(2011). Context effects on orthographic learning of regular and irregular words. Journal of experimental child psychology, 109(1), 39-57.
For more information, please contact: [email protected]
General conclusions
Auditory-visual
matching training
(Audilex, AL)
Word-picture
Training (WPT)
Working memory
training (Brain
Twister, BT)
• Auditory & visual
processing
• Phonological
awareness
• Reading, spelling
• Working memory
• School behavior
• Intelligence
Participants & Methods
Participants & Methods
Pre-Tests Intervention Post-Tests
Delayed Post-Tests
Training: 3x / week, 15min / session, during 8 weeks
= 24 training sessions with educator or psychologist
First study: 3 interventions with
elementary school children
132 children from regular elementary schools in Switzerland
• 8-11 years old (2nd, 3rd or 4th graders)
• focused on whole school class interventions
• studying pupils with diagnosed learning disabilities or not
diagnosed learning difficulties
There is convincing evidence that phonological, orthographic and semantic processes influence children’s ability to learn reading and spelling words.
By frequent reading, children acquire implicit knowledge about the frequency of letter patterns in written words, and they use this knowledge during reading
and spelling (Pollo et al., 2009). Additionally, semantic connections facilitate the storing of words in memory (Wang et al., 2011).
We are investigating the effects of a word-picture training (WPT) which is based on statistical and semantic learning on reading in healthy elementary school
children and children who are suffering from learning difficulties and / or intellectual disabilities.
• Auditory & visual
processing
• Phonological
awareness
• Reading, spelling
• Working memory
• School behavior
• Intelligence
0
10
20
30
40
50
60
70
80
BT AL WPT
Perc
en
t ra
nk
Intervention regimes
Pretest Readingcomprehension
Pretest spelling
Posttest readingcomprehension
Posttest spelling
The word-picture training (WPT) led to substantial gains in reading accuracy in
comparison to the working memory training (BT).
Within the word-picture intervention group, children with diagnosed learning
disabilities profited more in spelling as children without learning difficulties.
Children without learning difficulties benefited more in word comprehension as
children with learning difficulties.
Second study: word-picture training in
curative education schools
50 children and adolescents from curative education schools in
Switzerland with intellectual disabilities (IQ 75).
9-18 years old
2 training groups (waiting control group design)
Test battery (T1, T2, T3): phonological awareness, reading,
spelling, attention, intelligence, verbal memory, school behavior
Assessment T1
(Group A & B)
Assessment
T2
(Group A & B)
Training
Group A
Training
Group B
Assessment T3
(Group A & B)
Training: 5x / week, 15min / session, during 4 weeks
= 20 training sessions with educator or psychologist
The word-picture training led to substantial gains in reading. The
effects were preserved six weeks later.
No effects were found in spelling.
T1 T2 T3
Group A 20.22 27.43 27.41
Group B 25.12 24.62 28.44
20
21
22
23
24
25
26
27
28
29
wo
rds/m
in (
raw
valu
es)
reading accuracy (T1, T2, T3)
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