Automation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension. Recent research shows that the percentage of struggling elementary school readers in Germany is increasing, speaking to the need for widespread implementation of effective word recognition interventions. This pilot study aims to provide preliminary evidence of the effectiveness of peer-tutorial reading racetrack training with an integrated motivational system for the sight word fluency of German struggling elementary school students. The intervention comprised twelve 15-min teaching units over a period of three weeks. To encourage reading motivation, the intervention included graphing of performance scores and a group contingency procedure. A control-experimental group design (N = 44) with pre-, post-, and two follow-up measurements (each after five weeks) was employed to investigate the impact of the treatment on decoding sight words at an appropriate speed. Results demonstrated a significant performance increase in the treatment group, relative to the control group. The effect size can be considered very high (partial η² = .76), indicating that this brief training has the potential to enhance the word recognition of struggling elementary students.

常用词的自动化是提高阅读流畅度的关键组成部分。然而，获得快速的单词识别技能对于许多处于正规教育早期的孩子来说是一个严峻的挑战。滞后的单词识别会导致一般的阅读问题，因为流畅是文本理解的重要先决条件。最近的研究表明，德国小学阅读困难的比例正在增加，这表明需要广泛实施有效的单词识别干预措施。这项试点研究旨在提供初步证据，证明同伴辅导阅读赛道训练的有效性，并提供综合激励系统，以提高德语困难小学生的视觉词汇流畅度。干预包括 12 个 15 分钟的教学单元，为期三周。为了鼓励阅读动机，干预包括表现分数的图表和小组应急程序。控制实验组设计（N  = 44) 与前、后和两次随访测量（每次在五周后）被用来研究治疗对以适当速度解码视觉词的影响。结果表明，与对照组相比，治疗组的性能显着提高。可以认为效果大小非常高（部分η ²  = .76），表明这种简短的培训有可能提高有困难的小学生的单词识别能力。