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Barwasser A, Urton K, Grünke M. Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders. Front Psychol. 2021;12:671385doi: 10.3389/fpsyg.2021.671385.
Barwasser, A., Urton, K., & Grünke, M. (2021). Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders. Frontiers in psychology, 12671385. https://doi.org/10.3389/fpsyg.2021.671385
Barwasser, Anne, et al. "Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders." Frontiers in psychology vol. 12 (2021): 671385. doi: https://doi.org/10.3389/fpsyg.2021.671385
Barwasser A, Urton K, Grünke M. Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders. Front Psychol. 2021 Apr 15;12:671385. doi: 10.3389/fpsyg.2021.671385. eCollection 2021. PMID: 33935928; PMCID: PMC8082029.
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Front Psychol. 2021 Apr 15;12:671385. doi: 10.3389/fpsyg.2021.671385. eCollection 2021.

Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders.

Frontiers in psychology

Anne Barwasser, Karolina Urton, Matthias Grünke

Affiliations

  1. Department of Special Education and Rehabilitation, University of Cologne, Cologne, Germany.
  2. Department of Educational Sciences, University of Muenster, Muenster, Germany.

PMID: 33935928 PMCID: PMC8082029 DOI: 10.3389/fpsyg.2021.671385

Abstract

Reading difficulties that are not addressed at the primary level continue to exist at the secondary level with serious consequences. Thus, it is important to provide struggling students with specific reading support. In particular, many students with learning disabilities (LD) and emotional behavioral disorders (EBD) demonstrate reading obstacles and are at risk for motivation loss. A multiple baseline design was used to evaluate the effects of a motivational reading racetrack as peer-tutoring on the word reading skills of secondary students with LD with and without EBD. The intervention was conducted through 4-5 baseline and 16-18 reading units three times a week for 15 min over 8 weeks. The results showed positive effects indicating a highly effective treatment. In addition, follow-up results were also promising. Our findings indicate that this multicomponent intervention has a positive effect on the word fluidity of low-achieving students in secondary education with LD and/or EBD.

Copyright © 2021 Barwasser, Urton and Grünke.

Keywords: gamification; learning and behavioral problems; peer tutoring; reading fluency; reading racetracks; secondary students

Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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