The aim of the present study was to evaluate the effect of systematized phonics on word reading in Swedish second grade poor readers. Forty‐nine children who performed at or below the 25th percentile on pseudoword reading and/or sight word reading at the beginning of second grade participated in the study. The study had a cross‐over design exploring within‐and between‐group effects of two different conditions: systematized phonics and classroom instruction. Overall, systematized phonics proved more effective than classroom instruction. At pre‐intervention, no child performed above the 30th percentile in pseudoword reading or sight word reading. At post‐intervention, corresponding numbers were 69% for pseudoword reading and 35% for sight word reading. Implications for a policy change in Sweden towards mandatory systematized phonics in primary school are discussed.

中文翻译：

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对瑞典二年级弱读者阅读能力的系统化语音的评估：对伪单词和视觉单词阅读技能的影响

本研究的目的是评估瑞典语二年级贫困读者中系统化语音对单词阅读的影响。在二年级开始时，在伪单词阅读和/或视觉单词阅读方面成绩不超过25％的49名儿童参加了这项研究。这项研究采用了交叉设计，探索了两种不同情况的系统内部和群体之间的影响：系统化语音和课堂教学。总的来说，系统化的语音比课堂教学更有效。干预前，没有儿童在伪单词阅读或即兴单词阅读中表现超过30％。干预后，伪单词阅读的对应数字为69％，视觉单词阅读的对应数字为35％。