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UID:70@edu.technion.ac.il

DTSTART;TZID=Asia/Jerusalem:20250211T143000

DTEND;TZID=Asia/Jerusalem:20250211T153000

DTSTAMP:20250209T073050Z

URL:https://edu.technion.ac.il/events/%d7%a1%d7%9e%d7%99%d7%a0%d7%a8-%d7%a
 1%d7%99%d7%95%d7%9d-%d7%9e%d7%92%d7%99%d7%a1%d7%98%d7%a8-%d7%a1%d7%a0%d7%9
 0%d7%90-%d7%93%d7%94%d7%90%d7%9e%d7%a9%d7%94-%d7%9e%d7%a0%d7%97%d7%94-%d7%
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SUMMARY:סמינר סיום מגיסטר: סנאא דהאמשה. The effect
  of cognitive warm-up prior to a reading fluency training on reading skill
 s among typically developing Hebrew speaking third-grade children  מנח
 ה: פרופ/ח ציפי הורוביץ קראוס.
DESCRIPTION:Lecturer:\n Location:\n Zoom: https://technion.zoom.us/j/953838
 47705\n The effect of cognitive warm-up prior to a reading fluency trainin
 g on reading skills among typically developing Hebrew speaking third-grade
  children\nAbstract \nReading is one of the most fundamental academic skil
 ls that establishes the foundation for a child's success in school. Previo
 us studies have repeatedly pointed out several Executive Functions (EF)\, 
 including working memory\, inhibition\, switching and speed of processing\
 , as critical abilities for word and contextual reading and reading compre
 hension. In addition\, several studies demonstrated that training with vis
 ual rhythmic reading training (RRT) is related to an improvement in EF as 
 well as to better reading fluency. This training was found to improve read
 ing fluency by boosting different cognitive functions within the EF domain
 . Despite these encouraging findings\, the effect of EF warm-up and RRT on
  reading fluency at third grade remains unclear. Additionally\, the relati
 onship between baseline EF prior to training and the gain in reading fluen
 cy following this training in the third grade\, has yet to be determined. 
 These issues are the focus of the current study.\nMethods: 34 first-grade 
 Hebrew speakers (mean age=8.69 years\, SD=0.44\, 16 females) were recruite
 d and tested for their EF and pre-reading skills. At third grade\, they tr
 ained on a short EF warm-up immediately prior to a visual RRT for 8 weeks\
 , 3 times per week in their school. EF and reading abilities were also ass
 essed before and immediately after training. Independent paired-t-tests pr
 e-and post-intervention were conducted. To determine the relationship betw
 een EF and pre-reading abilities in the first grade and reading gains afte
 r training at the third grade\, Pearson correlations and Ordinary Least Sq
 uares regression were conducted.\nResults: A significant increase in word 
 reading rate and contextual reading scores was found after training in the
  third grade. EF scores in first grade did not predict the gain in reading
  abilities following training at thie third grade. However\, EF scores in 
 the third grade prior to training predicted reading gains following traini
 ng: negative correlations between switching and inhibition skills prior to
  training at the third grade predicted reading gains following training.\n
 Conclusions: Our results highlight the positive effect of warm-up cognitiv
 e training before RRT training on reading fluency skills. Results also sug
 gest that EF may not be mature enough at first grade in the current popula
 tion\, and therefore\, these abilities do not predict reading gains follow
 ing training.\nBio:\nMs. Sanaa dahamshy holds a Bachelor's degree in Biome
 dical Engineering from the technion. Currently\, she is working as a high 
 school teacher for mathematics.

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