The effects of teaching complex grapheme-phoneme correspondences : Evidence from a dual site cluster trial with at-risk Grade 2 students

Journal article

Savage, Robert, Georgiou, George, Parrila, Rauno, Maiorino, Kristina, Dunn, Kristy and Burgos, Giovani. (2020). The effects of teaching complex grapheme-phoneme correspondences : Evidence from a dual site cluster trial with at-risk Grade 2 students. Scientific Studies of Reading. 24(4), pp. 321-337. https://doi.org/10.1080/10888438.2019.1669607
AuthorsSavage, Robert, Georgiou, George, Parrila, Rauno, Maiorino, Kristina, Dunn, Kristy and Burgos, Giovani
Abstract

We evaluated the impact of teaching complex grapheme–phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small group reading programs, and received intervention for 12–15 hours over 12 weeks. Students were matched on baseline reading, language, parent demographics, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the GPC-group for word reading, pseudoword reading, and sentence comprehension at post-test moderated by pre-test phonological awareness skills. The results provide support for teaching complex GPCs derived from the Simplicity Principle as an approach to intervention for word reading, but suggest that children with low PA need additional supports.

Keywordsdyslexia; intervention; phonics; prevention; reading; simplicity principle
Year2020
JournalScientific Studies of Reading
Journal citation24 (4), pp. 321-337
PublisherRoutledge
ISSN1088-8438
Digital Object Identifier (DOI)https://doi.org/10.1080/10888438.2019.1669607
Scopus EID2-s2.0-85074333865
Open accessPublished as green open access
Page range321-337
FunderMax Bell Foundation
Social Sciences and Humanities Research Council of Canada (SSHRC)
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Output statusPublished
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Online16 Oct 2019
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Deposited25 Jul 2023
Grant ID435-2012-0164
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