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The effects of teaching complex grapheme-phoneme correspondences: Evidence from a dual site cluster randomised control trial

Savage, R; (2019) The effects of teaching complex grapheme-phoneme correspondences: Evidence from a dual site cluster randomised control trial. Scientific Studies of Reading 10.1080/10888438.2019.1669607. (In press).

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Abstract

We evaluated the impact of teaching complex grapheme–phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small group reading programs, and received intervention for 12–15 hours over 12 weeks. Students were matched on baseline reading, language, parent demographics, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the GPC-group for word reading, pseudoword reading, and sentence comprehension at post-test moderated by pre-test phonological awareness skills. The results provide support for teaching complex GPCs derived from the Simplicity Principle as an approach to intervention for word reading, but suggest that children with low PA need additional supports.

Type: Article
Title: The effects of teaching complex grapheme-phoneme correspondences: Evidence from a dual site cluster randomised control trial
DOI: 10.1080/10888438.2019.1669607
Publisher version: https://www.tandfonline.com/loi/hssr20
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10082732
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