ABSTRACT

We evaluated the impact of teaching complex grapheme–phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small group reading programs, and received intervention for 12–15 hours over 12 weeks. Students were matched on baseline reading, language, parent demographics, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the GPC-group for word reading, pseudoword reading, and sentence comprehension at post-test moderated by pre-test phonological awareness skills. The results provide support for teaching complex GPCs derived from the Simplicity Principle as an approach to intervention for word reading, but suggest that children with low PA need additional supports.

摘要

我们使用两臂双站点匹配对照试验干预措施，评估了从简单原则衍生而来的复杂字素音素对应（GPC）对处于危险中的贫困阅读者的2级教室的影响。较差的单词阅读器（n = 149）被分配给a）简单性GPC（n = 79）或b）字母名称控制（n= 70）小组阅读计划，并在12周内接受了12-15小时的干预。根据基线阅读，语言，父母的人口统计学对学生进行匹配，并观察常规的课堂教学质量。分层数据建模的结果显示了GPC组在测试前的语音意识技能主持的测试后的单词阅读，伪单词阅读和句子理解方面的优势。结果为从简单原则衍生而来的复杂GPC进行教学提供了支持，这是一种干预单词阅读的方法，但建议低PA儿童需要更多支持。