Teaching Grapheme–Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial

Abstract

Reading interventions developed to teach grapheme–phoneme correspondences (GPCs) were evaluated among L2 at-risk readers. In the direct mapping of grapheme (DMG) condition, children’s attention was explicitly drawn to the application of a graphemes taught on that day to shared reading of words in authentic text. In the control condition there was no such systematic daily linkage of the GPCs and texts. The two reading interventions were otherwise identical. Two hundred fifty-three Chinese Grade 1 and Grade 2 students were screened, and those who scored in the bottom 30% of an English word-reading test were identified as L2 at-risk readers. Seventy-one L2 at-risk readers were thus randomly assigned to two conditions, both of which were small-group reading interventions: (a) DMG or (b) taught control. We hypothesized a significant main effect of Intervention condition and significant interaction of Intervention by Phonological Awareness (PA) effects on word reading, word attack, spelling, and sentence comprehension favoring the DMG intervention. Results showed that predicted interaction effects were significant for word reading, spelling, and sentence comprehension. No other effects were significant. Results suggest that the daily Direct Mapping of taught GPCs to shared book reading promotes reading development in at-risk English L2 readers with stronger phonological skills.

A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading

“…However, there is no shared position among all advocates of systematic phonics requiring that practices such as using authentic "real" books be eschewed. Indeed, it is quite possible to find many examples of studies carried out in England, Canada, New Zealand, and Hong Kong that show that highly systematic prescribed phonics instruction is more effective when integrated with real books compared to more de-contextualized phonics (Chen & Savage, 2014;Hatcher, Hulme, & Ellis, 1994;Shapiro & Solity, 2008;Tse & Nicholson, 2014;Yeung & Savage, 2020).…”

Teaching with social context in instructional video facilitates second language vocabulary learning

“…Evidence for this finding comes from a variety of native English-speaking countries, including the United States [ 20 ], the United Kingdom [ 21 ] and Australia [ 22 ]. Intervention studies on children with dyslexia and intellectual disability have also found that teaching graphene-phoneme correspondence is crucial in the initial stages of learning to read [ 23 , 24 ].…”

Ameta‐analysisof training effects on English phonological awareness and reading in native Chinese speakers

“…Previous training programs for NCSs have primarily focused on the typically developing population (Y. Li, 2012; Sun et al, 2015). Only a few studies have investigated special populations, including individuals with dyslexia, at‐risk readers, and individuals with learning disabilities impacting English language learning (Tam & Leung, 2019; Xiong, 2014; S. S. Yeung & Savage, 2020). Examining the difference in training effects between a typically developing population and the special population of NCSs is helpful for educators in adopting more targeted teaching.…”