Underlying mechanisms of text-fading for children with reading difficulties: Investigating training induced changes in strategy-behavior and basal cognitive reading prerequisites

以前的训练研究使用文本淡出操作，目的是提高阅读率和理解力。在该操作中，在计算机屏幕上以先前确定的个人阅读速率在阅读方向上擦除文本。文本淡出操作被证明对成人、青少年和儿童有效，然而，导致其有效性的潜在因素尚未确定。本研究旨在探讨有关策略使用行为的理论考量及其与基本认知阅读测量(即语音加工、拼写知识、命名速度)之间的相互作用，以深入了解文本消退训练中提高阅读成绩的机制。我们假设，文本淡出过程中处理时间的限制导致了从较少的策略到更详细的策略的转变。为了在有限的时间框架内处理信息，需要采用更快、更有效的策略，从而提高阅读速度，并可能改善阅读理解。此外，我们假设，转向更精细的策略会改善认知加工。为了检验文本淡出训练在潜在机制方面的有效性，我们将比较接受文本淡出训练的训练组和阅读相同材料的组，但以自定节奏的方式，没有外部操作。此外，两组阅读困难严重程度不同的儿童将被纳入研究项目。因此，将按照2×2×3的研究设计(组[严重阅读困难与轻度阅读困难]×训练[文本淡入组与自定步步组]×时间[前、后、后续测量])来调查和分析成绩。本研究的目的是：(1)考察文本淡出训练中的阅读速度和理解发展；(2)揭示文本淡出操作引起的不同策略迁移；(3)揭示文本淡出训练中策略行为的修正与基本认知阅读测量之间的关系。从长远来看，这一项目的结果有望帮助确定可以提高阅读成绩的条件，以便为阅读困难儿童制定有效的培训计划。

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 in the direction of reading at the previously determined individual reading rate. The text-fading manipulation proved to be effective for adults, adolescents and children, the underlying factors responsible for its effectiveness, however, have not been determined yet. This research project aims at investigating theoretical considerations about strategy usage behavior and its interplay with basic cognitive reading-related measurements (i.e., phonological processing, orthographical knowledge, naming speed), to get insights into mechanisms responsible for reading performance improvements in text-fading training. We assume that the limitation of processing time through the text-fading procedure results in a shift from less to more elaborated strategies. Faster and more efficient strategies need to be applied in order to process the information in the restricted time frame, leading to an increase of reading speed and possibly improved reading comprehension. Furthermore, we hypothesize that the shift to more elaborated strategies results in improvements of cognitive processing. To test the efficacy of text-fading-training with regard to the underlying mechanisms, we will compare a training group receiving text-fading training with a group reading the same material, but in a self-paced manner, without external manipulation. Additionally, two groups of children that differ in the severity of their reading difficulties will be included in the research project. Hence, performance will be investigated and analyzed in a 2 × 2 × 3 research design (group [severe vs. mild reading difficulties] × training [text-fading group vs. self-paced group] × time [pre, post, follow-up measurements]). The aims of the study are (1) to examine reading rate and comprehension development in text-fading-training, (2) to reveal differential strategy shifts due to the text-fading manipulation and (3) to capture the relationship between modification of strategy behavior and basic cognitive reading-related measurements in the text-fading training. On the long term, the results of this project are expected to help identify conditions in which reading performance can be improved to develop an efficient training program for children with reading difficulties.