The Effects of Teaching Complex Grapheme-Phoneme Correspondences: Evidence from a Dual Site Cluster Trial with At-Risk Grade 2 Students

Autor/inn/en	Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina; Dunn, Kristy; Burgos, Giovani
Titel	The Effects of Teaching Complex Grapheme-Phoneme Correspondences: Evidence from a Dual Site Cluster Trial with At-Risk Grade 2 Students
Quelle	In: Scientific Studies of Reading, 24 (2020) 4, S.321-337 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savage, Robert) ORCID (Parrila, Rauno)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1669607
Schlagwörter	Grade 2; Elementary School Students; At Risk Students; Teaching Methods; Phoneme Grapheme Correspondence; Intervention; Reading Difficulties; Reading Skills; Reading Programs; Reading Comprehension; Reading Instruction; Comparative Analysis; Pretests Posttests; Phonological Awareness; Achievement Tests; Intelligence Tests; Verbal Ability; Vocabulary; Phonemic Awareness; Spelling; Listening Comprehension; Foreign Countries; Instructional Effectiveness; Canada; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Teaching method; Lehrmethode; Unterrichtsmethode; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Leseverstehen; Leseunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Schreibweise; Hörverständnis; Ausland; Unterrichtserfolg; Kanada
Abstract	We evaluated the impact of teaching complex grapheme-phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small group reading programs, and received intervention for 12-15 hours over 12 weeks. Students were matched on baseline reading, language, parent demographics, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the GPC-group for word reading, pseudoword reading, and sentence comprehension at post-test moderated by pre-test phonological awareness skills. The results provide support for teaching complex GPCs derived from the Simplicity Principle as an approach to intervention for word reading, but suggest that children with low PA need additional supports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01