The Efficacy of Orthographic Rime, Grapheme-Phoneme Correspondence, and Implicit Phonics Approaches to Teaching Decoding Skills

This study compared the efficacy of two decoding skill-based programs, one based on explicit orthographic rime and one on grapheme-phoneme correspondences, to a control group exposed to an implicit phonics program. Children in both explicit decoding programs performed consistently better than the co...

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Bibliographic Details
Published in:Scientific studies of reading 2005-01, Vol.9 (4), p.327-349
Main Authors: Christensen, Carol A., Bowey, Judith A.
Format: Article
Language:English
Subjects:
Control Groups
Decoding (Reading)
Measures (Individuals)
Oral Reading
Phoneme Grapheme Correspondence
Phonics
Reading Comprehension
Reading Instruction
Reading Programs
Rhyme
Teaching Methods
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Summary:This study compared the efficacy of two decoding skill-based programs, one based on explicit orthographic rime and one on grapheme-phoneme correspondences, to a control group exposed to an implicit phonics program. Children in both explicit decoding programs performed consistently better than the control group in the accuracy with which they read and spelled words covered in the program. Only children in the grapheme-phoneme correspondence program consistently spelled transfer words better than children in the control group. In addition, children in the grapheme-phoneme correspondence group consistently read words more quickly than children in the control group. Children in both explicit decoding programs scored higher than the children in the control group on measures of reading comprehension and oral reading at posttest.
ISSN:1088-8438
1532-799X
DOI:10.1207/s1532799xssr0904_1