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褪色操作，目的是提高阅读速度和理解力。在这种操作中，文本以先前确定的个人阅读速率沿阅读方向在计算机屏幕上被擦除。事实证明，文本褪色操作对成人、青少年和儿童都有效，但其有效性的潜在因素尚未确定。本研究旨在探讨策略使用行为及其与基本认知阅读相关测量（即语音加工、正字法知识、命名速度）的相互作用的理论考虑，以了解文本褪色训练中阅读表现提高的机制。我们假设通过文本衰落过程的处理时间的限制导致从较少到更详细的策略的转变。为了在有限的时间内处理信息，需要采用更快、更有效的策略，从而提高阅读速度，并可能提高阅读理解能力。此外，我们假设转向更详细的策略会导致认知处理的改善。为了测试文本褪色训练在潜在机制方面的有效性，我们将比较接受文本褪色训练的训练组与以自主节奏方式阅读相同材料的组，但没有外部操纵。此外，两组阅读困难程度不同的儿童将被纳入研究项目。因此，我们将采用2 × 2 × 3的研究设计（组[重度与轻度阅读困难]×训练[文本褪色组与自定节奏组]×时间[前后和随访测量]）来调查和分析学生的表现。本研究的目的是：(1)考察文本褪色训练中的阅读速度和理解发展；(2)揭示文本褪色操作导致的策略变化差异；(3)捕捉文本褪色训练中策略行为的改变与基本认知阅读相关测量之间的关系。从长远来看，该项目的结果有望有助于确定可以改善阅读表现的条件，从而为有阅读困难的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.