Word Boxes Improve Phonemic Awareness, Letter–Sound Correspondences, and Spelling Skills of At-Risk Kindergartners

Early literacy skills are critical for success in school, yet many children fail to obtain these skills in a timely manner leaving them unable to perform at minimal academic expectations. The purpose of this study was to examine the effects of word box instruction, a research-based intervention desi...

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Bibliographic Details
Published in:Remedial and special education 2015-05, Vol.36 (3), p.167-180
Main Authors: Keesey, Susan, Konrad, Moira, Joseph, Laurice M.
Format: Article
Language:English
Subjects:
At Risk Students
Emergent Literacy
Instructional Effectiveness
Intervention
Kindergarten
Kruskal Wallis Test
Literacy
Maintenance
Observation
Phoneme Grapheme Correspondence
Phonemic Awareness
Phonetics
Phonology
Pretests Posttests
Reading comprehension
Reading Instruction
Reading Skills
Spelling
Student Attitudes
Students
Teaching Methods
Woodcock Reading Mastery Test Revised
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Summary:Early literacy skills are critical for success in school, yet many children fail to obtain these skills in a timely manner leaving them unable to perform at minimal academic expectations. The purpose of this study was to examine the effects of word box instruction, a research-based intervention designed to promote phonemic awareness, on the phonological, reading, and spelling skills of three kindergartners. A multiple probe design across the three skills was sequentially replicated across students to determine the effectiveness of the intervention. Results demonstrated a functional relation between the word box instruction and increases in all three students’ segmenting skills and letter–sound correspondences, along with demonstrated improvements in spelling and reading.
ISSN:0741-9325
1538-4756
DOI:10.1177/0741932514543927