Read Writ (2012) 25:2315–2318 DOI 10.1007/s11145-012-9362-y ERRATUM Erratum to: Improving word reading speed: individual differences interact with a training focus on successes or failures • • Esther G. Steenbeek-Planting Wim H. J. van Bon Robert Schreuder Published online: 9 March 2012 Springer Science+Business Media B.V. 2012 Erratum to: Read Writ DOI 10.1007/s11145-011-9342-7 The article reports on a three-way interaction of Time by Focus by Initial Level for the three reading tests: Lexical Decision Test (LDT2), Word Decoding Test (WDT3), and Nonword Reading Test (NRT). In the original publication, it is suggested that the same direction for the interaction applies to all three reading tests LDT2, WDT3, and NRT: a training on failures is most beneﬁcial for HI children, and a training on successes is most beneﬁcial for LI children (page 2082, line 9–10). There also is a four-way interaction, however, of Reading Test by Time by Focus and Initial Level (p \ .001): The direction for the three-way interaction is correct only for WDT3 and NRT. As for the LDT2, the interaction shows the reversed pattern (as data in Table 6 also correctly indicate). As a consequence, the interpretation of the data analyses is correct for reading aloud (WDT3
Reading and Writing – Springer Journals
Published: Mar 9, 2012
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