Phonics training for English-speaking poor readers

McArthur, Genevieve; Eve, Philippa M.; Jones, Kristy; Banales, Erin; Kohnen, Saskia; Anandakumar, Thushara; Larsen, Linda; Marinus, Eva; Wang, Hua Chen; Castles, Anne

doi:10.1002/14651858.cd009115.pub2

Cited by 73 publications

(44 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, most current systematic reviews are focused on the effectiveness of one specific treatment approach [9]–[11]. Other reviews address preventive methods for children at-risk for reading disability [12], [13].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials

et al. 2014

View full text Add to dashboard Cite

Children and adolescents with reading disabilities experience a significant impairment in the acquisition of reading and spelling skills. Given the emotional and academic consequences for children with persistent reading disorders, evidence-based interventions are critically needed. The present meta-analysis extracts the results of all available randomized controlled trials. The aims were to determine the effectiveness of different treatment approaches and the impact of various factors on the efficacy of interventions. The literature search for published randomized-controlled trials comprised an electronic search in the databases ERIC, PsycINFO, PubMed, and Cochrane, and an examination of bibliographical references. To check for unpublished trials, we searched the websites clinicaltrials.com and ProQuest, and contacted experts in the field. Twenty-two randomized controlled trials with a total of 49 comparisons of experimental and control groups could be included. The comparisons evaluated five reading fluency trainings, three phonemic awareness instructions, three reading comprehension trainings, 29 phonics instructions, three auditory trainings, two medical treatments, and four interventions with coloured overlays or lenses. One trial evaluated the effectiveness of sunflower therapy and another investigated the effectiveness of motor exercises. The results revealed that phonics instruction is not only the most frequently investigated treatment approach, but also the only approach whose efficacy on reading and spelling performance in children and adolescents with reading disabilities is statistically confirmed. The mean effect sizes of the remaining treatment approaches did not reach statistical significance. The present meta-analysis demonstrates that severe reading and spelling difficulties can be ameliorated with appropriate treatment. In order to be better able to provide evidence-based interventions to children and adolescent with reading disabilities, research should intensify the application of blinded randomized controlled trials.

show abstract

Section: Introductionmentioning

confidence: 99%

Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials

et al. 2014

View full text Add to dashboard Cite

show abstract

“…In contrast, English orthography is complex and involves multiple-sized units, therefore the rules of grapheme-to-phoneme mapping need more time to be acquired. English-speaking children with dyslexia need more exposition to the complex grapheme-to-phoneme mapping rules to obtain better accuracy 8 . Our non-conventional remediation program targets a faster and better extraction of the already acquired grapheme-to-phoneme mapping rules, without any cost in accuracy.…”

Section: Discussionmentioning

confidence: 99%

“…After a specific intervention targeting phonological decoding, many children with dyslexia can achieve functional reading skills, although reading speed is generally harder to remediate than accuracy deficit 8 . Extremely slow and serial phonological decoding has therefore been proposed as the core deficit in dyslexic readers across both shallow and deep orthographies 9 .…”

Section: Introductionmentioning

confidence: 99%

Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia

Franceschini

Trevisan

Ronconi

et al. 2017

Sci Rep

141

124

View full text Add to dashboard Cite

Dyslexia is characterized by difficulties in learning to read and there is some evidence that action video games (AVG), without any direct phonological or orthographic stimulation, improve reading efficiency in Italian children with dyslexia. However, the cognitive mechanism underlying this improvement and the extent to which the benefits of AVG training would generalize to deep English orthography, remain two critical questions. During reading acquisition, children have to integrate written letters with speech sounds, rapidly shifting their attention from visual to auditory modality. In our study, we tested reading skills and phonological working memory, visuo-spatial attention, auditory, visual and audio-visual stimuli localization, and cross-sensory attentional shifting in two matched groups of English-speaking children with dyslexia before and after they played AVG or non-action video games. The speed of words recognition and phonological decoding increased after playing AVG, but not non-action video games. Furthermore, focused visuo-spatial attention and visual-to-auditory attentional shifting also improved only after AVG training. This unconventional reading remediation program also increased phonological short-term memory and phoneme blending skills. Our report shows that an enhancement of visuo-spatial attention and phonological working memory, and an acceleration of visual-to-auditory attentional shifting can directly translate into better reading in English-speaking children with dyslexia.

show abstract

“…This is a common mistake in the field . Such approaches to analysis take no account of sample quality or attrition (Lipsey et al 2012), being predicated on complete random samples of a kind never encountered in real-life research (Berk and Freedman 2001). They do not make sense anyway (Carver 1978), are routinely misinterpreted (Watts 1991), and can lead to serious mistakes for policy and practice (Falk and Greenbaum 1995).…”

Section: A Summary Of Evidence On the Effectiveness Of The General Phmentioning

confidence: 99%

An evaluation of Fresh Start as a catch-up intervention: a trial conducted by teachers

Gorard

Siddiqui

See

2016

Educational Studies

View full text Add to dashboard Cite

Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis paper describes a randomised controlled trial conducted with 10 secondary schools in England to evaluate the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy. Fresh Start is a synthetic phonics programme for small groups of pupils, here implemented three times per week over 22 weeks. The intervention was led by the schools themselves and assessed in co-operation with the independent evaluators. A group of 433 Year 7 pupils (first year of secondary school) were identified by schools as having literacy attainment below 'secure' KS2 Level 4, and individually randomised to a treatment group or a waiting-list control. The pupils were assessed via GL's New Group Reading Test. Missing data at pre-and post-test amounted to 3% of the total. The overall 'effect' size in terms of gain scores from pre-to post-test was +0.24, and this was repeated in a sub-group analysis involving only FSM-eligible pupils. However, there was some imbalance between the two groups at the outset, and this must lead to a slight caution about the findings, and to some doubts about whether one or more schools unwittingly subverted the randomisation. Other than this, the aggregated trial shows that schools can conduct evaluations of their own interventions with firm guidance from experts, and under favourable conditions such as individual randomisation and lack of extended involvement by developers with a conflict of interests.

show abstract

Phonics training for English-speaking poor readers

Cited by 73 publications

References 54 publications

Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials

Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials

Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia

An evaluation of Fresh Start as a catch-up intervention: a trial conducted by teachers

Contact Info

Product

Resources

About