Abstract

The purpose of this study was to examine the effects of Build a Word-Easy Spelling with Phonics, an electronic application of the word box intervention, on the acquisition, maintenance, and generalization of letter-sound correspondences for Learners of English as an Additional Language (LEALs). A single-subject multiple probe experimental design across five kindergarten LEALs. Students’ acquisition and maintenance of letter-sound correspondences were measured by the number of correct letter-sound correspondences identified in trained words and the number of trained words read correctly. Generalization measures involved identifying letter-sound correspondences in untrained real and nonsense words and a spelling task. Visual analysis and TAU-U calculations were used to examine intervention effects. Results demonstrate that the intervention Build a Word-Easy Spelling with Phonics substantially improved the acquisition, maintenance, and generalization of letter-sound correspondences for the five LEALs. This study extends research on the effects of systematic phonics interventions for LEALs. Implications for practice are discussed.

摘要

本研究的目的是检查使用 Phonics 构建单词简易拼写（单词框干预的电子应用）对英语作为附加语言学习者的字母-声音对应的习得、维护和概括的影响（LEAL）。跨越五个幼儿园 LEAL 的单学科多探针实验设计。学生获得和保持字母-声音对应关系是通过在训练单词中识别出的正确字母-声音对应的数量和正确阅读的训练单词的数量来衡量的。泛化措施涉及识别未经训练的真实和无意义单词中的字母-声音对应关系以及拼写任务。视觉分析和 TAU-U 计算用于检查干预效果。结果表明，干预措施 Build a Word-Easy Spelling with Phonics 显着改善了五个 LEAL 的字母-声音对应关系的获取、维护和概括。本研究扩展了系统语音干预对 LEAL 影响的研究。讨论了对实践的影响。