A Morpho-Phonemic Intervention for Elementary Bilingual Students With Reading Difficulties: Evidence From a Single-Subject Design

• In Event: Advancements for Exceptional Learners in Literacy Evaluation and Innovation

Abstract

The current study investigated the effects of an intervention, targeting the morpho-phonemic structure of complex academic words, on word decoding and comprehension of four Spanish and English bilingual students aged 9-11 years old with reading difficulty. This three-phase single-subject multiple-baseline design (MBD) consisted of three phases. Participants learned 6 words per session and were assessed after each session. The percentage of correct responses was used to conduct a visual analysis and calculate the Non-Overlap of All Pairs (NAP) effect size. The results indicated an increase in average performance levels for all participants on word decoding and comprehension measures. Moderate to large effect sizes as well as retention and transfer of decoding and comprehension skills were observed for some participants.

Authors

• Lana Kharabi-Yamato, University of Houston - Clear Lake

• Jie Zhang, University of Houston