Effects of a Word Boxes Electronic App on Improving Letter-Sound Correspondences of Learners of English as an Additional Language

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-11-27 DOI:10.1080/15377903.2020.1848953

Kelsey M. Ross, Laurice M. Joseph

{"title":"Effects of a Word Boxes Electronic App on Improving Letter-Sound Correspondences of Learners of English as an Additional Language","authors":"Kelsey M. Ross, Laurice M. Joseph","doi":"10.1080/15377903.2020.1848953","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1848953","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Applied School Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15377903.2020.1848953","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 1

Abstract

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.

查看原文本刊更多论文

Word Boxes电子应用程序在提高英语附加语学习者字母发音对应性方面的作用

摘要本研究的目的是检验单词框干预的电子应用“用语音构建单词简易拼写”对英语作为附加语言（LEAL）学习者字母-声音对应关系的习得、维护和概括的影响。五个幼儿园LEAL的单受试者多探针实验设计。学生对字母发音对应关系的习得和维持是通过训练单词中识别的正确字母发音对应的数量和正确阅读的训练单词的数量来衡量的。泛化措施包括识别未经训练的真实单词和无意义单词中的字母发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“用语音构建单词简易拼写”显著改善了五个LEAL的字母-声音对应关系的获取、维护和概括。本研究扩展了对LEAL系统语音干预效果的研究。讨论了对实践的启示。

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

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.