It's Never Too Late to Remediate: Teaching Word Recognition to Students with Reading Disabilities in Grades 4-7

Twenty children in fourth through seventh grade participated in 16 one-hour individual tutorials over a four-month period. Half of the children received structural analysis and alphabet principle training; half received only alphabetic principle training; all received training in orthographic and ph...

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Bibliographic Details
Published in:Annals of dyslexia 1999-01, Vol.49 (1), p.223-250
Main Authors: Abbott, Sylvia P., Berninger, Virginia W.
Format: Article
Language:English
Subjects:
Alphabets
Individual Instruction
Instructional Effectiveness
Intermediate Grades
Junior High Schools
Morphemes
Naming Speed
Orthographies
PART IV: Strategies for Remediation
Phonics
Phonology
Predictor Variables
Reading Difficulties
Remedial Reading
Speech discrimination
Structural analysis
Study skills
Syllables
Teaching Methods
Training
Tutorial Programs
Tutoring
Word Recognition
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Summary:Twenty children in fourth through seventh grade participated in 16 one-hour individual tutorials over a four-month period. Half of the children received structural analysis and alphabet principle training; half received only alphabetic principle training; all received training in orthographic and phonological skills, practice in oral reading of connected text, and monitoring strategies for comprehension. Results showed that the children improved reliably in reading and related measures. Treatment condition did not predict rate of growth. Only rapid automatic naming of letters predicted response to intervention and only on rate of real word reading. Results of this study indicate that upper elementary and middle school students who have not yet mastered accuracy and automaticity of word recognition should be given explicit instruction in word recognition, especially in the alphabetic principle. The benefits of structural analysis training were evident only in trends for individual students on hierarchical linear modeling (HLM) growth analyses.
ISSN:0736-9387
1934-7243
DOI:10.1007/s11881-999-0025-x