Satoko Iyama, Hitomi Maeda
Development of the Self-Regulated Learning Scale in Clinical Nursing Practice for nursing students: Consideration of its reliability and validity
Japan journal of nursing science : JJNS
present study investigated whether phonological awareness training effective intervention significantly improve reading german dyslexic third fourth graders phonological awareness deficit whether children equally benefit phonologybased reading training visuallybased reading training german speaking dyslexic elementary school children n30 m98 years matched forming triplets based iq reading quotient phonological awareness randomly assigned one three interventions n10 phonological awareness training phonologybased reading training phonics instruction visuallybased reading training repeated reading sight words total 20 training sessions 30 minutes distributed four weeks typical readers n10 m95 years assigned control group phonological awareness training directly improves reading comprehension german dyslexic children phonological awareness deficit however children equally benefit visuallybased reading training contrast phonologybased reading training direct selective effect decoding reading comprehension despite divergent shortterm patterns longterm improvement reading comprehension decoding similar across training groups irrespective training method phonological awareness may need part reading remediation dyslexic children phonological deficit learning read consistent orthography rather visuallybased reading strategy might compensate phonological deficit dyslexic children initial stage reading acquisition