Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers

Journal article

Georgiou, George K., Savage, Robert, Dunn, Kristy, Bowers, Peter and Parrila, Rauno. (2021). Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers. Journal of Research in Reading. 44(1), pp. 131-153. https://doi.org/10.1111/1467-9817.12325
AuthorsGeorgiou, George K., Savage, Robert, Dunn, Kristy, Bowers, Peter and Parrila, Rauno
Abstract

Background
The purpose of this study was to examine the effects of Structured Word Inquiry (SWI; an orthography intervention with a focus on morphology and how morphology interrelates with phonology and etymology) and Simplicity intervention (a novel phonics intervention) on the reading and spelling skills of persistently poor Grade 3 readers.

Methods
Forty-eight English-speaking Canadian children (19 females, Mage = 8.73 years) with persistent reading difficulties were randomly assigned to one of three conditions: SWI, Simplicity and Control. Interventions were delivered by trained graduate students over 10 weeks, 3 times a week, for 30 minutes. Children were tested three times (pre-test, post-test and delayed post-test) on measures of phonological awareness, morphological awareness, reading (Word Reading, Morphological Relatedness and Word Attack) and spelling.

Results
Results of hierarchical linear modelling showed a significant main effect of condition for Morphological Relatedness at post-test favouring SWI and Simplicity over Control and a significant interaction between a latent variable of all secondary decoding measures and morphological awareness. Effect sizes (Cohen's d) showed medium to large effects for both interventions on primary outcomes of Word Reading and Morphological Relatedness.

Conclusions
These findings suggest that SWI and Simplicity can help persistently poor readers improve in some reading skills, but neither programme is a panacea as a number of children continued to struggle after the intervention.

Keywordsintervention; morphological awareness; phonics; poor readers; Structured Word Inquiry
Year2021
JournalJournal of Research in Reading
Journal citation44 (1), pp. 131-153
PublisherJohn Wiley & Sons Ltd
ISSN0141-0423
Digital Object Identifier (DOI)https://doi.org/10.1111/1467-9817.12325
Scopus EID2-s2.0-85090317692
Open accessPublished as green open access
Page range131-153
Author's accepted manuscript
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All rights reserved
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Open
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online07 Sep 2020
Publication process dates
Accepted07 Aug 2020
Deposited02 Aug 2023
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