Investigating the Contribution of Spelling Practice to the Multisyllabic Word Reading Skills of Upper Elementary Students with Dyslexia
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| Title: | Investigating the Contribution of Spelling Practice to the Multisyllabic Word Reading Skills of Upper Elementary Students with Dyslexia |
|---|---|
| Language: | English |
| Authors: | Jessica R. Toste (ORCID |
| Source: | Learning Disability Quarterly. 2026 49(2):70-82. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Elementary School Students, Dyslexia, Spelling, Reading Skills, Drills (Practice), Decoding (Reading), Program Effectiveness, Grade 3, Grade 4, Grade 5, Learning Disabilities |
| Assessment and Survey Identifiers: | Test of Word Reading Efficiency |
| DOI: | 10.1177/07319487251327223 |
| ISSN: | 0731-9487 2168-376X |
| Abstract: | While spelling instruction may enhance reading interventions, there is little experimental evidence to date that examines the benefit of integrating spelling activities above and beyond explicit word reading instruction and practice alone. The study sought to investigate whether a common approach to spelling practice, cover-copy-compare (CCC), uniquely contributed to multisyllabic word reading skills of third- to fifth-grade students with dyslexia (N = 32). In this brief experiment, students completed two controlled individual sessions (30-min each). Each session included two instructional components and one practice component. The practice component differed by study condition, with students randomized to either reading practice (Decoding condition) or spelling practice using a modified CCC activity (Decoding+Spelling condition). No between-group differences were observed on researcher-developed or standardized word reading and pseudoword reading measures; however, a small but statistically significant effect favored students in the Decoding condition on a standardized measure of word reading efficiency. Findings suggest students in both conditions improved their reading of multisyllabic words, and there did not appear to be a differential benefit of spelling practice via CCC compared with reading practice. We discuss implications for future research on the contribution of spelling practice to word-level reading interventions for students with dyslexia. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501905 |
| Database: | ERIC |
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| Abstract: | While spelling instruction may enhance reading interventions, there is little experimental evidence to date that examines the benefit of integrating spelling activities above and beyond explicit word reading instruction and practice alone. The study sought to investigate whether a common approach to spelling practice, cover-copy-compare (CCC), uniquely contributed to multisyllabic word reading skills of third- to fifth-grade students with dyslexia (N = 32). In this brief experiment, students completed two controlled individual sessions (30-min each). Each session included two instructional components and one practice component. The practice component differed by study condition, with students randomized to either reading practice (Decoding condition) or spelling practice using a modified CCC activity (Decoding+Spelling condition). No between-group differences were observed on researcher-developed or standardized word reading and pseudoword reading measures; however, a small but statistically significant effect favored students in the Decoding condition on a standardized measure of word reading efficiency. Findings suggest students in both conditions improved their reading of multisyllabic words, and there did not appear to be a differential benefit of spelling practice via CCC compared with reading practice. We discuss implications for future research on the contribution of spelling practice to word-level reading interventions for students with dyslexia. |
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| ISSN: | 0731-9487 2168-376X |
| DOI: | 10.1177/07319487251327223 |
