Phonics training for English-speaking poor readers

McArthur, Genevieve; Sheehan, Yumi; Badcock, Nicholas A.; Francis, Deanna; Wang, Hua Chen; Kohnen, Saskia; Banales, Erin; Anandakumar, Thushara; Marinus, Eva; Castles, Anne

doi:10.1002/14651858.cd009115.pub3

Cited by 54 publications

(33 citation statements)

References 89 publications

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“…At T3, when Group 2 had received systematized phonics, they outperformed Group 1 in a comparable manner. This is in line with previous studies reporting positive reading outcomes for intervention methods with a primary focus on PA and phoneme-grapheme correspondence (Gustafson et al, 2011;McArthur et al, 2018;Vellutino et al, 2008;Wanzek et al, 2018;Wolff, 2011;Wolff, 2016). Gustafson et al 2011 Lastly, in Wolff's study (Wolff, 2011), 9-year-old children took part in a multi-component reading intervention (PA, reading fluency and comprehension; 12 weeks for a total of 40 hr).…”

Section: Discussionsupporting

confidence: 82%

An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills

Levlin

Mentzer

2020

Dyslexia

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The aim of the present study was to evaluate the effect of systematized phonics on word reading in Swedish second grade poor readers. Forty-nine children who performed at or below the 25th percentile on pseudoword reading and/or sight word reading at the beginning of second grade participated in the study. The study had a cross-over design exploring within-and between-group effects of two different conditions: systematized phonics and classroom instruction. Overall, systematized phonics proved more effective than classroom instruction. At pre-intervention, no child performed above the 30th percentile in pseudoword reading or sight word reading. At post-intervention, corresponding numbers were 69% for pseudoword reading and 35% for sight word reading. Implications for a policy change in Sweden towards mandatory systematized phonics in primary school are discussed.

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Section: Discussionsupporting

confidence: 82%

An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills

Levlin

Mentzer

2020

Dyslexia

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“…With the p-value of smaller than 0.05 (p=0.001), it was deduced that there was a significant difference in accuracy score gained in the ORF assessment before and after the synthetic phonics intervention. This is in line with the past studies conducted by other researchers that had proven synthetic phonics to be indeed effective in developing the accuracy aspect of reading fluency (Torgerson, Brooks & Hall, 2006;McArthur et al, 2018;Day, 2017). In this research, reading accuracy was measured in term of percentage of words read correctly within one minute of passage reading.…”

Section: Standard Deviation T-value P-value Pre Testsupporting

confidence: 89%

“…For instance, the research conducted by Gomez (2016) proved synthetic phonics to be effective on the reading fluency of the first-grade pupils in term of rate. Meanwhile, there are also some researches which found synthetic phonics to be effective in accuracy aspect of reading fluency among young learners (Torgerson, Brooks & Hall, 2006;McArthur et al, 2018;Day, 2017).…”

Section: Synthetic Phonics In the Teaching Of Reading Fluencymentioning

confidence: 99%

The Effectiveness of Synthetic Phonics in Developing Reading Fluency among Year 2 Intermediate Pupils

Loong¹,

Aziz²

2019

ijird

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Reading skill is an essential skill that is taught in every language subject in schools. Its importance is irrefutable as it relates closely to the pupils' academic and future success. Today, many Malaysian pupils are still struggling hard to read with fluency and understanding. It is noticed that educators in schools have been giving limited attention on reading fluency since reading comprehension is the ultimate goal in reading development. Researches show that mastery of reading fluency is required for comprehension to take place subsequently. Therefore, this action research aims to examine the effectiveness of synthetic phonics in developing the reading fluency of the Year 2 intermediate pupils in a sub-urban school in Dalat, Sarawak and their perception towards the intervention. Six pupils were involved in this research. Data were collected through pre-post-tests, classroom observation and structured interviews. Paired T-tests were conducted to determine the significant difference between pre-test and post-test scores of ORF assessments which were analysed in mean, standard deviation and p-value whereas classroom observation and structured interviews were analysed through content analysis. The findings indicated that pupils had improved in their reading fluency after the intervention and had positive perceptions towards the intervention. For further research, more sampling is recommended to generalise the findings.

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“…Current evidence suggests that phonological decoding responds reliably to 'phonics' training, which teaches readers how to apply GPC rules during reading and/or phoneme-grapheme correspondence (PGC) rules during spelling. Meta-analyses have reported that phonics training has statistically significant moderate-to-large effects on word reading accuracy in poor readers for real words (d = 0.51-0.67) and for nonsense words (nonwords; d = 0.60-0.76; Ehri et al, 2001;McArthur et al, 2018). In the PRAX intervention used in this study, we use the Macquarie University Reading Clinic (MURC) Reading Gaps and Spelling Gaps programmes for the phonological decoding module of the PRAX schema (see "Methods" below; Kohnen, Banales & McArthur, 2020), as this intervention adopts an individualised and tailored approach to teaching children phonics.…”

Section: Introductionmentioning

confidence: 99%

The effect of an integrated reading and anxiety intervention for poor readers with anxiety

Francis

Hudson

Kohnen

et al. 2021

PeerJ

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A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8- to 12-year-old children using a double-baseline intervention case series design. Analyses of both group and individual data revealed that 12 weeks of PRAX intervention significantly improved children’s reading and spelling accuracy, and significantly reduced both anxiety disorders and symptoms. These results support PRAX intervention as a treatment for comorbid reading and anxiety problems in children and pave the way to a randomised controlled trial.

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Phonics training for English-speaking poor readers

Abstract: Analysis 1.2. Comparison 1 Phonics training versus control (random-e ects model), Outcome 2 Non-word reading accuracy...... Analysis 1.3. Comparison 1 Phonics training versus control (random-e ects model), Outcome 3 Irregular word reading accuracy.

Cited by 54 publications

References 89 publications

An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills

An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills

The Effectiveness of Synthetic Phonics in Developing Reading Fluency among Year 2 Intermediate Pupils

The effect of an integrated reading and anxiety intervention for poor readers with anxiety

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