Testing Variations in Sublexical Units to Improve Word Reading for Students with Word Reading Disabilities
Saved in:
| Title: | Testing Variations in Sublexical Units to Improve Word Reading for Students with Word Reading Disabilities |
|---|---|
| Language: | English |
| Authors: | Alexis N. Boucher (ORCID |
| Source: | Annals of Dyslexia. 2025 75(2):199-224. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A200209 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 2 Grade 4 Intermediate Grades |
| Descriptors: | Reading Difficulties, Reading Instruction, Students with Disabilities, Elementary School Students, Grade 3, Grade 2, Grade 4, Instructional Effectiveness, Vocabulary |
| DOI: | 10.1007/s11881-025-00332-3 |
| ISSN: | 0736-9387 1934-7243 |
| Abstract: | Word reading disabilities (WRD) represent the most common disability in reading; however, questions remain regarding how to design instruction that results in significant, long-lasting effects on word reading outcomes for individuals who experience considerable difficulties that persist within and beyond primary grades. Two related studies examined effects of variations in targeted sublexical content on word reading efficiency of students in grades 2-4 with WRD. Study 1 addressed effects of instruction and practice targeting complex vs. simple letter units. Study 2 addressed effects of instruction and practice targeting multiple pronunciations of a letter unit vs. standard pronunciations alone. In Study 1, statistically significant differences at posttest on taught ([beta]=9.43, t(56)=2.32, p=0.02; g=0.17, 95\% CI[0.01,0.33]) words included in Aligned Word Lists favored the complex letter unit condition. In Study 2, statistically significant differences at posttest on taught words included in Aligned Word Lists favored the standard pronunciations condition ([beta]=-4.15, t(60)=-2.04, p=0.045; g=-0.18, 95\% CI[-0.35,0.004]) and group differences in average student performance were non-significant on untaught words ([beta]=-0.22, t(60)=-0.06, p=0.96; g=-0.01, 95\% CI-0.17,0.17]). Given the modest sample sizes (N = 64) and amount of instruction provided in each study (i.e., 6 lessons), further research is warranted to better understand the impact of variations in targeted sublexical content on word reading outcomes for students with WRD in grades 2-4. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1476426 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Word reading disabilities (WRD) represent the most common disability in reading; however, questions remain regarding how to design instruction that results in significant, long-lasting effects on word reading outcomes for individuals who experience considerable difficulties that persist within and beyond primary grades. Two related studies examined effects of variations in targeted sublexical content on word reading efficiency of students in grades 2-4 with WRD. Study 1 addressed effects of instruction and practice targeting complex vs. simple letter units. Study 2 addressed effects of instruction and practice targeting multiple pronunciations of a letter unit vs. standard pronunciations alone. In Study 1, statistically significant differences at posttest on taught ([beta]=9.43, t(56)=2.32, p=0.02; g=0.17, 95\% CI[0.01,0.33]) words included in Aligned Word Lists favored the complex letter unit condition. In Study 2, statistically significant differences at posttest on taught words included in Aligned Word Lists favored the standard pronunciations condition ([beta]=-4.15, t(60)=-2.04, p=0.045; g=-0.18, 95\% CI[-0.35,0.004]) and group differences in average student performance were non-significant on untaught words ([beta]=-0.22, t(60)=-0.06, p=0.96; g=-0.01, 95\% CI-0.17,0.17]). Given the modest sample sizes (N = 64) and amount of instruction provided in each study (i.e., 6 lessons), further research is warranted to better understand the impact of variations in targeted sublexical content on word reading outcomes for students with WRD in grades 2-4. |
|---|---|
| ISSN: | 0736-9387 1934-7243 |
| DOI: | 10.1007/s11881-025-00332-3 |
