The effects of multisensory vowel instruction during word study for third-grade students

To address the issue of declining reading achievement in the school where she worked, the author analyzed reading records and written work of primary students attending several district elementary schools over the course of one school year. From that analysis, it appeared that an obstacle to reading...

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Vydáno v:	Reading research quarterly Ročník 42; číslo 4; s. 468 - 471
Hlavní autor:	DONNELL, WENDY JOHNSON
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Oxford, UK Blackwell Publishing Ltd 01.10.2007 International Reading Association
Témata:	Academic achievement Averages Awards Child Health Child poverty childhood Children & youth Childrens literature Classrooms Comparative Analysis Competence Doctoral Dissertations Educational administration Educational research Elementary education Elementary School Students English as a second language learning English language experiment Grade 2 Grade 3 Intervention IRA Outstanding Dissertation Award for 2007 learner Lesson plans Limited English proficiency Literacy Meals methodology Non-English speakers Phonics Phonological awareness Program Effectiveness Public schools Reading Achievement Reading comprehension Reading Fluency Reading Instruction Reading research review scientific sociocultural Spelling struggling Students Success Teachers Teaching theoretical topic type United States Urban areas Urban Schools vocabulary Vowels Word Study Skills writing United States United States > US
ISSN:	0034-0553, 1936-2722
On-line přístup:	Získat plný text
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Shrnutí:	To address the issue of declining reading achievement in the school where she worked, the author analyzed reading records and written work of primary students attending several district elementary schools over the course of one school year. From that analysis, it appeared that an obstacle to reading success for many children in the third grade was automaticity in the application of the alphabetic principle, specifically vowels. There was a widespread need for intervention, so whole-class intervention in intact classrooms was deemed appropriate. The author developed a whole-class intervention consisting of 60 multisensory word-study lessons for third grade, and designed a causal-comparative research plan in order to evaluate its effectiveness. For three of the measures of achievement, there was a meaningful statistically significant difference between the treatment groups. Data support the effectiveness of the multisensory word-study program as a whole-class intervention in increasing decoding ability, in developing the ability to correctly encode common phoneme-grapheme spelling patterns, and in increasing automaticity in application of the alphabetic principle through word-reading speed while reading in connected text. However, effects of comprehension instruction in the classroom appear to outweigh the effects of code-based instruction. [This article is based on the author's doctoral dissertation, "The Effects of Multisensory Vowel Instruction during Word Study for Third-Grade Students," which received the International Reading Association's Outstanding Dissertation Award for 2007.]
Bibliografie:	istex:3D75E1BEFBF9AED97DEF911A076639EADDE5B0B3 ark:/67375/WNG-28FZN35N-D ArticleID:RRQ327 ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0034-0553 1936-2722
DOI:	10.1598/RRQ.42.4.2