TY - JOUR
T1 - The effects of teaching complex grapheme-phoneme correspondences
T2 - evidence from a dual site cluster trial with at-risk Grade 2 students
AU - Savage, Robert
AU - Georgiou, George
AU - Parrila, Rauno
AU - Maiorino, Kristina
AU - Dunn, Kristy
AU - Burgos, Giovani
PY - 2020/7
Y1 - 2020/7
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85074333865&partnerID=8YFLogxK
U2 - 10.1080/10888438.2019.1669607
DO - 10.1080/10888438.2019.1669607
M3 - Article
AN - SCOPUS:85074333865
SN - 1088-8438
VL - 24
SP - 321
EP - 337
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 4
ER -