Preventative reading interventions teaching direct mapping of graphemes in texts and set-for-variability aid at-risk learners

Journal article

Savage, Robert, Georgiou, George, Parrila, Rauno and Maiorino, Kristina. (2018). Preventative reading interventions teaching direct mapping of graphemes in texts and set-for-variability aid at-risk learners. Scientific Studies of Reading. 22(3), pp. 225-247. https://doi.org/10.1080/10888438.2018.1427753
AuthorsSavage, Robert, Georgiou, George, Parrila, Rauno and Maiorino, Kristina
Abstract

We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or Best-Practices small-group reading programs, typically for 10–11 hr over 10 weeks. Students were matched on baseline reading and language abilities, parent demographic measures, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the DMSfV program (p < .05 for word reading and spelling at posttest and word reading and sentence comprehension at 5-month delayed posttest), with discernible valued added for the DMSfV condition across all follow-up measures. Results support the use of small-group preventative literacy intervention models that teach both direct mapping of grapheme–phoneme correspondences in text and set-for-variability.

Year2018
JournalScientific Studies of Reading
Journal citation22 (3), pp. 225-247
PublisherRoutledge
ISSN1532-799X
Digital Object Identifier (DOI)https://doi.org/10.1080/10888438.2018.1427753
Scopus EID2-s2.0-85041201432
Open accessPublished as green open access
Page range225-247
FunderMax Bell Foundation
Social Sciences and Humanities Research Council of Canada (SSHRC)
Author's accepted manuscript
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Open
Publisher's version
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All rights reserved
File Access Level
Open
Output statusPublished
Publication dates
Online30 Jan 2018
Publication process dates
Deposited04 Jul 2023
Grant ID435-2012-0164
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