A Quantitative Analysis of the Effectiveness of Contiguous, Graphemic and Phonological Interventions on Measures of Reading and Spelling Acquisition

Autor/inn/en	Bourne, Roger J.; Whiting, Paul R.
Titel	A Quantitative Analysis of the Effectiveness of Contiguous, Graphemic and Phonological Interventions on Measures of Reading and Spelling Acquisition
Quelle	In: Australian Journal of Educational & Developmental Psychology, 4 (2004), S.41-58 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Phoneme Grapheme Correspondence; Spelling; Intervention; Phonological Awareness; Reading Skills; Grade 2; Foreign Countries; Listening Comprehension; Pretests Posttests; Australia + Suchen Sie Ihr Suchwort? Schreibweise; Reading skill; Lesefertigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Hörverständnis; Australien
Abstract	Although research has established that phonological awareness is a predictor of future reading skill, the effects of variant vs. contiguous presentations of grapheme-phoneme correspondences as part of a teaching program have not been examined. A variant presentation is one in which there is a mismatch between the letter and sound or sound and letter correspondences and a contiguous representation is one in which there is a consistent match between the letter and sound information. Three 10 hour interventions were designed to determine the effects of two variant and one contiguous presentation of grapho-phonological information on five measures of reading and four measures of spelling. The Contiguous intervention class significantly (p less than 0.05) outperformed both the Grapheme and Phoneme intervention classes in reading regular words, and spelling exception words and nonwords. This suggests that the presentation of contiguous grapho-phonological information contributes to reading and spelling outcomes more than variant presentations. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10