#10634. Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN

October 2026publication date
Proposal available till 31-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Education;
Developmental and Educational Psychology;
Experimental and Cognitive Psychology;
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Abstract:
Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic knowledge and rapid automatized naming; RAN), we aim at evaluating the text-fading training’s efficiency for a sample of reading-impaired third graders. The purpose of the present study was to examine (1) the predictive value of orthographic knowledge and RAN and their contribution of explained variance in comprehension performance during training, (2) text-fading training effects on reading rate and comprehension in a pre-post comparison, and (3) (lasting) text-fading training effects at word and sentence level in a pre-post-follow-up design.
Keywords:
Orthographic knowledge; Reading comprehension; Reading rate; Reading-impaired children

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