Replicability of sight word training and phonics training in poor readers: a randomised controlled trial

McArthur, Genevieve; Kohnen, Saskia; Jones, Kristy; Eve, Philippa M.; Banales, Erin; Larsen, Linda; Castles, Anne

doi:10.7717/peerj.922

Cited by 28 publications

(16 citation statements)

References 23 publications

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“…In sight word training condition, children carried out a variety of tasks designed to improve their ability to identify whole words rather than convert letters to sounds. In a quasi-randomized trial (McArthur, et al, 2013) and a randomized controlled trial (McArthur, et al, 2015) phonics and sight training produced similar outcomes across a range of reading outcomes.…”

Section: Some Problems With Phonicsmentioning

confidence: 91%

Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System

Bowers

Bowers²

2017

Educational Psychologist

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A large body of research supports the conclusion that early reading instruction in English should emphasize phonics, that is, the teaching of grapheme-phoneme correspondences. By contrast, we argue that instruction should be designed to make sense of spellings by teaching children that spellings are organized around the interrelation of morphology, etymology and phonology. In this way, literacy can be taught as a scientific subject, where children form and test hypotheses about how their spelling system works. First, we review arguments put forward in support of phonics and then highlight significant problems with both theory and data. Second, we review the linguistics of English spellings and show that spellings are highly logical once all the relevant sub-lexical constraints are considered. Third, we provide theoretical and empirical arguments in support of the hypothesis that instruction should target all the cognitive skills necessary to understand the logic of the English spelling system.

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Section: Some Problems With Phonicsmentioning

confidence: 91%

Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System

Bowers

Bowers²

2017

Educational Psychologist

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“…For instance, in order to improve word naming, children might be given a list of written words and then one of the words is read aloud. The child's task is to select the corresponding written word, with the goal of improving their ability to read the word later (McArthur et al 2013(McArthur et al , 2015. Similarly, the look-say-cover-write method is commonly used in whole word instruction to teach children the spelling of words.…”

Section: What Is Systematic Phonics and What Are The Common Alternatimentioning

confidence: 99%

Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction

Bowers

2020

Educ Psychol Rev

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There is a widespread consensus in the research community that reading instruction in English should first focus on teaching letter (grapheme) to sound (phoneme) correspondences rather than adopt meaning-based reading approaches such as whole language instruction. That is, initial reading instruction should emphasize systematic phonics. In this systematic review, I show that this conclusion is not justified based on (a) an exhaustive review of 12 meta-analyses that have assessed the efficacy of systematic phonics and (b) summarizing the outcomes of teaching systematic phonics in all state schools in England since 2007. The failure to obtain evidence in support of systematic phonics should not be taken as an argument in support of whole language and related methods, but rather, it highlights the need to explore alternative approaches to reading instruction.

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“…Phonological processing skills are considered a prerequisite for acquiring writing, as well as reading and writing skills, leading to the development of more elaborate levels of phonological processing in a reciprocal causal relationship [18][19][20] .…”

Section: Introductionmentioning

confidence: 99%

Desembaralhando: a mobile application for intervention in the problem of dyslexic children mirror writing

2018

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Purpose: to present a new application for mobile devices, referred to as Desembaralhando, for intervention in the problem of dyslexic children mirror writring. Methods: the development of the application is the result of a set of clinical and speech therapy information and experiences, which points out frequency of letter mirroring as a challenging problem in children with dyslexia. The application, developed in the light of the multisensory approach, was created by a multidisciplinary team of computer scientists, a game designer and a speech therapist, in order to meet users requirements, such as appropriate fonts and colors. Results: the activities stimulate phonological awareness skills from the association between images and words, audio aids, as well as an original function that is the rotational movement of letters b/d and a/e, which facilitates the perception of the visual layout of the letters. Conclusions: guidelines such as the choice of typography and interface colors appropriate to dyslexic children are used to favor intervention, in order to minimize the difficulties of these children regarding letters mirroring.

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Replicability of sight word training and phonics training in poor readers: a randomised controlled trial

Cited by 28 publications

References 23 publications

Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System

Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System

Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction

Desembaralhando: a mobile application for intervention in the problem of dyslexic children mirror writing

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