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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Bibliographic Details
Published in:Reading research quarterly Vol. 42; no. 4; pp. 468 - 471
Main Author: DONNELL, WENDY JOHNSON
Format: Journal Article
Language:English
Published: Oxford, UK Blackwell Publishing Ltd 01.10.2007
International Reading Association
Subjects:
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
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Summary: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.]
Bibliography:istex:3D75E1BEFBF9AED97DEF911A076639EADDE5B0B3
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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