Effects of a phonics intervention in a randomized controlled study in Swedish second-grade students at risk of reading difficulties

IF 1.9 3区教育学 Q1 EDUCATION, SPECIAL

Dyslexia Pub Date : 2023-09-12 DOI:10.1002/dys.1751

Hanna Lindström-Sandahl, Åsa Elwér, Stefan Samuelsson, Henrik Danielsson

{"title":"Effects of a phonics intervention in a randomized controlled study in Swedish second-grade students at risk of reading difficulties","authors":"Hanna Lindström-Sandahl, Åsa Elwér, Stefan Samuelsson, Henrik Danielsson","doi":"10.1002/dys.1751","DOIUrl":null,"url":null,"abstract":"Teaching phoneme awareness to children at risk for early reading difficulties has been recognized as successful in several studies. In this randomized controlled trial (RCT)-study, we add to this research by optimizing core procedural as well as teaching components in a phonics-directed intervention and extend the RCT reading intervention research into a semi-transparent language context. The aim of the present study was to evaluate the effects of a novel Swedish intensive phonics program. This randomized controlled pre-test and post-test intervention study targeted second-grade students with early reading difficulties. Students were identified by a repeated screening procedure and allocated to intervention (n = 34) and control (n = 34) conditions. A 9-week intensive phonics-based program was administrated one-to-one, by special education teachers in Swedish mainstream elementary schools. Results show an improvement in the intervention group, compared with the controls on all outcome measures. Findings indicate that the supplementary phonics program, delivered with high intensity, can significantly increase word reading skills and reading comprehension in second-grade students with early reading difficulties.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1751","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/dys.1751","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

Teaching phoneme awareness to children at risk for early reading difficulties has been recognized as successful in several studies. In this randomized controlled trial (RCT)-study, we add to this research by optimizing core procedural as well as teaching components in a phonics-directed intervention and extend the RCT reading intervention research into a semi-transparent language context. The aim of the present study was to evaluate the effects of a novel Swedish intensive phonics program. This randomized controlled pre-test and post-test intervention study targeted second-grade students with early reading difficulties. Students were identified by a repeated screening procedure and allocated to intervention (n = 34) and control (n = 34) conditions. A 9-week intensive phonics-based program was administrated one-to-one, by special education teachers in Swedish mainstream elementary schools. Results show an improvement in the intervention group, compared with the controls on all outcome measures. Findings indicate that the supplementary phonics program, delivered with high intensity, can significantly increase word reading skills and reading comprehension in second-grade students with early reading difficulties.

Abstract Image

查看原文本刊更多论文

在一项随机对照研究中，语音干预对有阅读困难风险的瑞典二年级学生的影响。

在几项研究中，向有早期阅读困难风险的儿童教授音素意识已被认为是成功的。在这项随机对照试验（RCT）研究中，我们通过优化语音导向干预中的核心程序和教学组成部分来补充这项研究，并将RCT阅读干预研究扩展到半透明的语言环境中。本研究的目的是评估一个新的瑞典语强化语音课程的效果。这项随机对照的测试前和测试后干预研究针对有早期阅读困难的二年级学生。通过反复筛选程序确定学生，并将其分配到干预组（n = 34）和对照（n = 34）条件。瑞典主流小学的特殊教育教师一对一地实施了一项为期9周的强化语音课程。结果显示，与对照组相比，干预组在所有结果指标上都有所改善。研究结果表明，高强度的语音辅助课程可以显著提高有早期阅读困难的二年级学生的单词阅读技能和阅读理解能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Dyslexia Multiple-

CiteScore

3.90

自引率

9.10%

发文量

期刊介绍： DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine