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。在该操作中，以预先确定的个人阅读速率在阅读方向上擦除计算机屏幕上的文本。文本褪色操作被证明是有效的成人，青少年和儿童，其有效性的潜在因素，然而，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，语音处理、正字法知识、命名速度），以深入了解文本褪色训练中负责阅读性能改善的机制。我们假设，通过文本褪色过程的处理时间的限制，结果在从少到更详细的战略转变。为了在有限的时间内处理信息，需要应用更快和更有效的策略，从而提高阅读速度并可能改善阅读理解。此外，我们假设，转向更详细的策略的结果在认知处理的改善。为了测试文本淡化训练在潜在机制方面的功效，我们将比较接受文本淡化训练的训练组与阅读相同材料的组，但是以自定进度的方式，没有外部操纵。此外，两组儿童的阅读困难的严重程度不同，将包括在研究项目。因此，将采用2 × 2 × 3研究设计（组[重度与轻度阅读困难] ×训练[文本褪色组与自定进度组] ×时间[前、后、随访测量]）对性能进行研究和分析。本研究的目的是：（1）考察文本淡化训练中的阅读速度和理解能力的发展;（2）揭示文本淡化操作引起的不同策略转变;（3）捕捉文本淡化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，该项目的结果预计将有助于确定阅读成绩可以提高的条件，为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.