An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills.
policy change
reading difficulties
response to intervention
systematized phonics
Journal
Dyslexia (Chichester, England)
ISSN: 1099-0909
Titre abrégé: Dyslexia
Pays: England
ID NLM: 9511375
Informations de publication
Date de publication:
Nov 2020
Nov 2020
Historique:
received:
10
09
2019
revised:
23
04
2020
accepted:
04
09
2020
pubmed:
30
9
2020
medline:
11
3
2021
entrez:
29
9
2020
Statut:
ppublish
Résumé
The aim of the present study was to evaluate the effect of systematized phonics on word reading in Swedish second grade poor readers. Forty-nine children who performed at or below the 25th percentile on pseudoword reading and/or sight word reading at the beginning of second grade participated in the study. The study had a cross-over design exploring within-and between-group effects of two different conditions: systematized phonics and classroom instruction. Overall, systematized phonics proved more effective than classroom instruction. At pre-intervention, no child performed above the 30th percentile in pseudoword reading or sight word reading. At post-intervention, corresponding numbers were 69% for pseudoword reading and 35% for sight word reading. Implications for a policy change in Sweden towards mandatory systematized phonics in primary school are discussed.
Identifiants
pubmed: 32989836
doi: 10.1002/dys.1669
pmc: PMC7702055
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
427-441Subventions
Organisme : The National Agency for Special Needs Education and Schools (SPSM) in Sweden
Informations de copyright
© 2020 The Authors. Dyslexia published by John Wiley & Sons Ltd.
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