Assessing the effectiveness of Structured Word Inquiry for children with reading and spelling difficulties: a randomized controlled trial

Danielle Colenbrander*, Liam Parsons*, Jeffrey S. Bowers*, Colin J. Davis*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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, and 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 (SWI) for poor readers and spellers. SWI teaches children the logic of the English spelling system via instruction in morphology and etymology. Children 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 SWI instruction challenging to deliver, which is likely to have impacted on 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.
Original languageEnglish
Number of pages46
JournalReading Research Quarterly
Early online date4 May 2021
DOIs
Publication statusE-pub ahead of print - 4 May 2021

Keywords

  • instructional strategies; methods and materials
  • struggling learners
  • decoding
  • vocabulary
  • cognitive
  • decoding—morphemic analysis
  • vocabulary—morphology
  • vocabulary—word structure
  • experimental/quasi-experimental
  • hierarchical modeling
  • 2-childhood

Fingerprint Dive into the research topics of 'Assessing the effectiveness of Structured Word Inquiry for children with reading and spelling difficulties: a randomized controlled trial'. Together they form a unique fingerprint.

Cite this