University of Worcester Worcester Research and Publications
 
  USER PANEL:
  ABOUT THE COLLECTION:
  CONTACT DETAILS:

Synthetic Phonics and Decodable Instructional Reading Texts: How Far Do These Support Poor Readers?

Price-Mohr, R. and Price, Colin (2018) Synthetic Phonics and Decodable Instructional Reading Texts: How Far Do These Support Poor Readers? Dyslexia, 24 (2). pp. 190-196. ISSN 1076-9242 Online: 1099-0909

[img] Text
DYS1581 Jan 8.pdf - Accepted Version
Restricted to Repository staff only until 17 January 2020.

Download (969kB) | Request a copy

Abstract

This paper presents data from a quasi-experimental trial with paired randomisation that emerged during the development of a reading scheme for children in England. This trial was conducted with a group of 12 children, aged 5–6, and considered to be falling behind their peers in reading ability and a matched control group. There were two intervention conditions (A: using mixed teaching methods and a high percentage of non-phonically decodable vocabulary; P: using mixed teaching methods and low percentage of non-decodable vocabulary); allocation to these was randomised. Children were assessed at pre- and post-test on standardised measures of receptive vocabulary, phoneme awareness, word reading, and comprehension. Two class teachers in the same school each selected 6 children, who they considered to be poor readers, to participate (n = 12). A control group (using synthetic phonics only and phonically decodable vocabulary) was selected from the same 2 classes based on pre-test scores for word reading (n = 16). Results from the study show positive benefits for poor readers from using both additional teaching methods (such as analytic phonics, sight word vocabulary, and oral vocabulary extension) in addition to synthetic phonics, and also non-decodable vocabulary in instructional reading text.

Item Type: Article
Additional Information:

Staff and students at the University of Worcester can access the full-text via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service.

Uncontrolled Keywords: decodable text, poor readers, reading comprehension, sight word vocabulary, synthetic phonics
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Academic Departments > Worcester Business School
Related URLs:
SWORD Depositor: Prof. Pub Router
Depositing User: Colin Price
Date Deposited: 05 Feb 2018 11:38
Last Modified: 13 Aug 2018 09:31
URI: https://eprints.worc.ac.uk/id/eprint/6356

Actions (login required)

View Item View Item
 
     
Worcester Research and Publications is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.