Word Reading Instruction for Individuals in Grades 2–4 With Word Reading Disabilities

• In Event: The Science of Teaching Reading Part 2: Instructional Approaches That Promote Reading Development

Abstract

Word reading disabilities (WRD) represent the most common disability in reading; however, questions remain regarding how to design instruction that results in significant, long-lasting effects on word reading outcomes for individuals who experience WRD beyond primary grades. Research is needed to investigate innovations in phonics instruction, such as targeting instruction and practice of larger sublexical units and introduction of multiple pronunciations for a spelling pattern, to test theoretical frameworks that suggest co-development of sublexical and lexical knowledge is key to word reading efficiency (e.g., Perfetti, 1992).
Two related studies examined effects of variations in targeted sublexical content on the word-reading skills of a sample comprised of students with WRD. Additional sample demographics include: (a) 47% male; (b) 41% second grade students, 34% third grade students, 25% fourth grade students; (c) 84% Hispanic, 13% white, and 3% other; and (d) 44% had a diagnosed disability. Study 1 addressed effects of instruction and practice targeting complex vs. simple grapheme–phoneme correspondences. Study 2 addressed effects of instruction and practice targeting multiple pronunciations of a spelling pattern vs. standard pronunciations alone. Treatment effects were estimated using student performance on Aligned Word Lists, researcher-developed measures of word reading efficiency. Aligned Word Lists included taught words and untaught words (i.e., unfamiliar words that contained targeted sublexical content).
For Study 1, instructional conditions were contrasted in a 2-level model accounting for significant school-level variance and group differences in pretest performance on Aligned Word Lists. In Study 2, instructional conditions were contrasted in a 2-level model accounting for significant teacher-level variance and group differences in pretest performance on Aligned Word Lists. Beta-coefficients from the multi-level modeling results were converted to Hedges’s g to communicate effects using a metric more widely reflected in academic intervention research.
In Study 1, group differences in post-test performance on Aligned Word Lists were statistically significant and in favor of the complex grapheme condition (β=17.84,t(56)=2.33,p= .02;g=0.16,95% CI [0.01,0.31])). The group difference in average student performance on taught words included in the Aligned Word Lists was statistically significant and in favor of the complex grapheme condition (β=9.43,t(56)=2.32,p= .02;g=0.17,95% CI [0.01,0.33]). The group difference in average student performance on untaught words included in Aligned Word Lists was statistically significant when reported as an unstandardized Beta coefficient in favor of the complex grapheme condition (β=8.44,t(56)=2.09,p= .04; g= 0.15,95% CI [-0.01,0.31]) .
In Study 2, there were no significant group differences in average student performance in posttest performance on Aligned Word Lists (β= -4.34,t(60)= -0.82,p= .41;g= -0.06,95% CI [-0.22,0.09])). The group difference in average student performance on taught words included in Aligned Word Lists was statistically significant when reported as an unstandardized Beta coefficient and in favor of the standard pronunciation condition (β= -4.15,t(60)= -2.04,p= .045; g= -0.18,95% CI [-0.35,0.004]). The group difference in average student performance was non-significant on untaught words included in Aligned Word Lists (β= -0.22,t(60)= -0.06,p= .96;g= -0.01,95% CI [-0.17,0.17]).
Further research is warranted to better understand the impact of variations in targeted sublexical content on word reading outcomes for the target population.

Authors

• Alexis Boucher, University of Tennessee

• Nathan H. Clemens, University of Texas at Austin

• Sharon R. Vaughn, University of Texas at Austin

• Greg J. Roberts, University of Texas at Austin

• Marcia Barnes, Vanderbilt University