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<p>Students with reading difficulties represent a&#xa0;heterogeneous group due to their different learning needs such as additional social-emotional difficulties or hearing impairments. Effective strategies for improving reading skills include early identification and targeted interventions. This single case study examines the individual reading progress of six second Graders with reading difficulties and social-emotional difficulties or hearing impairment. Students participated in a&#xa0;seven-month reading training with 32&#xa0;sessions in small groups. In addition to a&#xa0;pre-, post- and follow-up assessment, the word and pseudoword reading skills were assessed using a&#xa0;multiple baseline design.</p><p>Participants showed only slight improvements in reading skills, difficulties persisted even after the reading intervention. Variations in reading progress might be attributed to co-occurring difficulties (social-emotional difficulties or hearing impairment), reducing focus and active participation during reading training and demanding additional effort. The variety of materials is particularly important in order to meet the various learning needs of students. However, our results indicate that students with diverse learning needs require more intensive support, including a&#xa0;longer intervention and daily practice. It is advisable to offer individual or homogeneous small groups settings to facilitate effective reading training.</p>

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Kleingruppentraining zur Förderung basaler Lesefähigkeiten in der zweiten Schulstufe bei heterogenen Lernvoraussetzungen: Eine Studie zum Lernverlauf im Multiple Baseline Design

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月11日

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  • Katharina Prinz,
  • Timo Lüke,
  • Susanne Seifert,
  • Barbara Gasteiger-Klicpera

摘要

Students with reading difficulties represent a heterogeneous group due to their different learning needs such as additional social-emotional difficulties or hearing impairments. Effective strategies for improving reading skills include early identification and targeted interventions. This single case study examines the individual reading progress of six second Graders with reading difficulties and social-emotional difficulties or hearing impairment. Students participated in a seven-month reading training with 32 sessions in small groups. In addition to a pre-, post- and follow-up assessment, the word and pseudoword reading skills were assessed using a multiple baseline design.

Participants showed only slight improvements in reading skills, difficulties persisted even after the reading intervention. Variations in reading progress might be attributed to co-occurring difficulties (social-emotional difficulties or hearing impairment), reducing focus and active participation during reading training and demanding additional effort. The variety of materials is particularly important in order to meet the various learning needs of students. However, our results indicate that students with diverse learning needs require more intensive support, including a longer intervention and daily practice. It is advisable to offer individual or homogeneous small groups settings to facilitate effective reading training.