Assessing the Effectiveness of Structured Word Inquiry for Students in Grades 3 and 5 with Reading and Spelling Difficulties: A Randomized Controlled Trial

Autor/inn/en	Colenbrander, Danielle; Parsons, Liam; Bowers, Jeffrey S.; Davis, Colin J.
Titel	Assessing the Effectiveness of Structured Word Inquiry for Students in Grades 3 and 5 with Reading and Spelling Difficulties: A Randomized Controlled Trial
Quelle	In: Reading Research Quarterly, 57 (2022) 1, S.307-352 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colenbrander, Danielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.399
Schlagwörter	Elementary School Students; Grade 3; Grade 5; Reading Instruction; Morphology (Languages); Reading Difficulties; Spelling; Instructional Effectiveness; Spelling Instruction; Etymology; Vocabulary Development; Reciprocal Teaching; Reading Skills; Intervention + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Leseunterricht; Morphology; Morphologie; Reading difficulty; Leseschwierigkeit; Schreibweise; Unterrichtserfolg; Orthographieunterricht; Rechtschreibunterricht; Etymologie; Wortschatzarbeit; Reading skill; Lesefertigkeit
Abstract	Research syntheses have demonstrated that morphological instruction can improve the literacy skills of poor readers and spellers. However, studies have used a wide variety of training methods. Questions remain about what type of morphological instruction is most effective and under which circumstances. In this study, we conducted a randomized controlled trial evaluating the effectiveness of Structured Word Inquiry for poor readers and spellers. Structured Word Inquiry teaches students the logic of the English spelling system via instruction in morphology and etymology. Students in grades 3 and 5 with poor reading and spelling skills were randomly assigned to receive either Structured Word Inquiry instruction or a comparison instruction method involving robust vocabulary instruction and reciprocal teaching. Instruction was delivered by teaching assistants over the course of a full school year. After training, there were few differences between the groups in terms of literacy or vocabulary skills. However, teaching assistants found Structured Word Inquiry instruction challenging to deliver, which is likely to have impacted the results. Our findings have implications for the nature and content of morphological instruction for poor readers and spellers, and for future attempts to scale up the delivery of morphological interventions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01