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1. Earobics[R]. What Works Clearinghouse Intervention Report (ED504059)
Author(s):
N/A
Source:
What Works Clearinghouse
Pub Date:
2009-01-00
Pub Type(s):
Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Computer Software; Interaction; Animation; Individual Instruction; Computer Assisted Instruction; Preschool Education; Kindergarten; Grade 1; Grade 2; Grade 3; Program Effectiveness; Program Evaluation; Clearinghouses; Auditory Training; Phonics; Emergent Literacy; Phonemic Awareness; Reading Fluency
Abstract: Earobics[R] is interactive software that provides students in pre-K through third grade with individual, systematic instruction in early literacy skills as students interact with animated characters. Earobics[R] Foundations is the version for pre-kindergarten, kindergarten, and first grade. Earobics[R] Connections is for second and third graders and older struggling readers. The program builds children's skills in phonemic awareness, auditory processing, and phonics, as well as the cognitive and language skills required for comprehension. Each level of instruction addresses recognizing and blending sounds, rhyming, and discriminating phonemes within words, adjusting to each student's ability level. The software is supported by music, audiocassettes, and videotapes and includes picture/word cards, letter-sound decks, big books, little books, and leveled readers for reading independently or in groups. What Works Clearinghouse (WWC) reviewed 28 studies on Earobics[R]. Two of these studies meet WWC evidence standards; two studies meet WWC evidence standards with reservations; the remaining 24 studies either do not meet WWC evidence standards or do not meet eligibility screens. Based on the four studies, the WWC found positive effects for alphabetics and potentially positive effects for reading fluency. The conclusions presented in this report may change as new research emerges. Five appendices are included: (1) Study Characteristics; (2) Outcome Measures; (3) Summary of Study Findings: (4) Ratings; and (5) Extent of Evidence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. A Randomised Efficacy Study of Web-Based Synthetic and Analytic Programmes among Disadvantaged Urban Kindergarten Children (EJ824395)
Comaskey, Erin M.; Savage, Robert S.; Abrami, Philip
Journal of Research in Reading, v32 n1 p92-108 Feb 2009
2009-02-00
Journal Articles; Reports - Research
Descriptors: Phonics; Phonology; Disadvantaged Youth; Kindergarten; Reading Skills; Reading Difficulties; Urban Schools; Web Sites; Computer Uses in Education; Intervention; Program Effectiveness; Decoding (Reading)
Abstract: This study explores whether two computer-based literacy interventions--a "synthetic phonics" and an "analytic phonics" approach produce qualitatively distinct effects on the early phonological abilities and reading skills of disadvantaged urban Kindergarten (Reception) children. Participants (n=53) were assigned by random allocation to one of the two interventions. Each intervention was generally delivered three times per week for 13 weeks as part of a reading centre approach in Kindergarten classrooms with small groups of children. In the synthetic programme children showed, as predicted, significant (p less than 0.05) improvement in CV and VC word blending and the articulation of final consonants. The children in the analytic phonics programme showed, as predicted, significant (p less than 0.05) improvements in articulating shared rimes in words. These results suggest that synthetic and analytic programmes have qualitatively different effects on children's phonological development. These phonological differences are not however immediately reflected in any qualitative differences in the way children undertook word reading or nonword decoding. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. A Response to Steubing et al., "Effects of Systematic Phonics Instruction are Practically Significant": The Origin of the National Reading Panel (EJ809416)
Camilli, Gregory; Kim, Sun Hee; Vargas, Sadako
Education Policy Analysis Archives, v16 n16 p1-17 Aug 2008
2008-08-30
Journal Articles; Opinion Papers
Descriptors: Phonics; Reading Instruction; Literacy; Effect Size; Meta Analysis
Abstract: A recent article by Stuebing, Barth, Cirino, Francis and Fletcher critiqued the findings of Camilli, Vargas, and Yurecko (2003) and Camilli, Wolfe, and Smith (2006). With a methodological argument, they attempted to resolve the conflict between these studies and the original report Teaching Children to Read (National Reading Panel, 2000). In response, it is argued that three issues must be considered in a fair assessment of the NRP report--program labels or bins, alternative bins, and the role of literacy activities in reading instruction. In this light, three hypotheses ventured by Stuebing et al. are analyzed. It is concluded that the argument by Stuebing et al. does not reveal flaws in the original NRP report by Camilli et al. (2003), though some points of agreement are acknowledged. (Contains 4 footnotes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. Technology Infusion in Success for All: Reading Outcomes for First Graders (EJ807714)
Chambers, Bette; Slavin, Robert E.; Madden, Nancy A.; Abrami, Philip C.; Tucker, Bradley J.; Cheung, Alan; Gifford, Richard
Elementary School Journal, v109 n1 p1-15 Sep 2008
2008-09-00
Journal Articles; Reports - Evaluative
Descriptors: Beginning Reading; Grade 1; Reading Instruction; Technology Integration; Poverty; Minority Group Children; Multimedia Instruction; Teaching Methods; Phonics; Vocabulary Development; Computer Assisted Instruction; Planning; Elementary School Students; Reading Comprehension; Reading Skills; Instructional Effectiveness
Abstract: This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All schools compared 159 first-grade students randomly assigned to technology or nontechnology conditions in a year-long study. Across all students, significant differences favored the technology condition on Woodcock Letter-Word Identification and Word Attack and GORT Fluency and Total scales (median ES = +0.28). Tutored first graders who received both technology enhancements scored significantly higher on the GORT, Woodcock Letter-Word and Word Attack, Fluency, Comprehension, and Total scales (median ES = +0.53). Nontutored students who experienced just the embedded multimedia scored significantly higher than nontutored control students on Woodcock Letter-Word Identification and GORT Total scores, and marginally higher on GORT Fluency (median ES = +0.27). Results suggested that video and computer technology embedded in instruction may accelerate children's learning. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Scripted and Non-Scripted Reading Instructional Models: Effects on the Phonics and Reading Achievement of First-Grade Struggling Readers (EJ807330)
McIntyre, Ellen; Rightmyer, Elizabeth C.; Petrosko, Joseph P.
Reading & Writing Quarterly, v24 n4 p377-407 Oct 2008
2008-10-00
Descriptors: Phonics; Early Reading; Reading Achievement; Reading Instruction; Grade 1; Models; Teaching Methods; Data Collection; Data Analysis; Literacy
Abstract: In this study, we examined 56 first-grade struggling readers' phonics and reading achievement in classrooms served by SRA Reading Mastery, a scripted model of early reading instruction against the achievement of 52 first-grade struggling readers in classrooms served by one of four other, non-scripted reading models. We also studied the instructional activities, texts used, how time was spent, and how closely instruction matched the intention of the models. Findings revealed no significant difference among the mean phonics scores after one year and among the mean reading scores after two years across models. Instructional patterns were mostly consistent in the scripted model and more eclectic, but with clear patterns, in the non-scripted models. Findings may have resulted from a lack of consistency between instruction and children's developmental levels as well as implementation differences across all models. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Reading with Vocabulary Intervention: Evaluation of an Instruction for Children with Poor Response to Reading Intervention (EJ806349)
Duff, Fiona J.; Fieldsend, Elizabeth; Bowyer-Crane, Claudine; Hulme, Charles; Smith, Glynnis; Gibbs, Simon; Snowling, Margaret J.
Journal of Research in Reading, v31 n3 p319-336 Aug 2008
2008-08-00
Descriptors: Reading Difficulties; Intervention; Oral Language; Phonological Awareness; Reading Instruction; Vocabulary; Decoding (Reading); Phonics; Reading Programs; Reading Improvement; Elementary School Students; Student Reaction; Literacy; Longitudinal Studies
Abstract: Interventions combining phonically based reading instruction with phonological training are generally effective for children with reading (decoding) difficulties. However, a minority of children respond poorly to such interventions. This study explored the characteristics of children who showed poor response to reading intervention and aimed to improve their literacy and language skills via a new theoretically motivated intervention. Twelve 8-year-old treatment poor responders with severe and persisting reading difficulties participated. A 9-week reading intervention incorporating reading, phonological and vocabulary training was implemented. Before the intervention began the children showed almost no progress over 6 months of regular classroom education, on measures of oral language and literacy. Over the intervention period improvements were made on measures of reading, phonological awareness and language skills, which were maintained 6 months later. Although the intervention was effective, it should be noted that most children remained poor readers and require ongoing remediation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Curse of Knowledge: First Language Knowledge Impairs Adult Learners' Use of Novel Statistics for Word Segmentation (EJ799968)
Finn, Amy S.; Hudson Kam, Carla L.
Cognition, v108 n2 p477-499 Aug 2008
Descriptors: Cues; Phonemic Awareness; Adult Learning; Adult Students; Statistics; Language Processing; Phonics; Prior Learning; Linguistics; Matched Groups
Abstract: We investigated whether adult learners' knowledge of phonotactic restrictions on word forms from their first language impacts their ability to use statistical information to segment words in a novel language. Adults were exposed to a speech stream where English phonotactics and phoneme co-occurrence information conflicted. A control where these did not conflict was also run. Participants chose between words defined by novel statistics and words that are phonotactically possible in English, but had much lower phoneme contingencies. Control participants selected words defined by statistics while experimental participants did not. This result held up with increases in exposure and when segmentation was aided by telling participants a word prior to exposure. It was not the case that participants simply preferred English-sounding words, however, when the stimuli contained very short pauses, participants were able to learn the novel words despite the fact that they violated English phonotactics. Results suggest that prior linguistic knowledge can interfere with learners' abilities to segment words from running speech using purely statistical cues at initial exposure. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Do Children Who Acquire Word Reading without Explicit Phonics Employ Compensatory Learning? Issues of Phonological Recoding, Lexical Orthography, and Fluency (EJ795914)
Thompson, G. Brian; McKay, Michael F.; Fletcher-Flinn, Claire M.; Connelly, Vincent; Kaa, Richard T.; Ewing, Jason
Reading and Writing: An Interdisciplinary Journal, v21 n5 p505-537 Jul 2008
2008-07-00
Descriptors: Children; Phonics; Beginning Reading; Reading Skills; Reading Fluency; Learning Strategies; Rhyme; Orthographic Symbols; Phonology; Language Processing; Reading Instruction
Abstract: Two studies were conducted across three countries to examine samples of beginning readers without systematic explicit phonics who had reached the same level of word reading accuracy as comparison samples with high and moderate explicit phonics. Had they employed any compensatory learning to reach that level? Four hypotheses of compensatory learning or performance were tested on the samples, all of which represented the lower half of the normative distribution of word reading accuracy. The two samples without explicit phonics received teaching that centered on story text reading and some receptive phonics that arose from this text reading. They did not compensate by relatively greater use of a larger psycholinguistic grain size in the form of rime units. Nor did they compensate by trading off comprehension for text word reading accuracy. In a microtraining study, they showed no compensation in proficiency of initial learning of lexical orthographic representations. For all samples, this initial learning was less effective with spelling than reading training trials. In reading text, the samples without explicit phonics did not compensate by trading off speed for accuracy, or comprehension. On the contrary, they read text faster than the explicit phonics samples. The extra classroom instruction time available to them for text reading, with the consequential extra exposure and practice of word reading, would explain this result. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Reading Dis/ability: Interrogating Paradigms in a Prism of Power (EJ814000)
Graham, Linda J.; Grieshaber, Susan
Disability & Society, v23 n6 p557-570 Oct 2008
Journal Articles; Reports - Descriptive
Descriptors: Reading Difficulties; Literacy Education; Phonics; Whole Language Approach; Student Diversity; Reading Instruction; Educational Philosophy; Power Structure; Foreign Countries
Abstract: The dichotomisation of literacy instruction into phonics instruction versus a whole language approach fails to realise a fundamental tenet of providing equitable educational opportunities to diverse groups of children. Diversity becomes a problem to solve through "inoculation programmes" or "special" education expertise. Moreover, children's individual strengths can fail to be realised because they do not fit well with the programme of the day. Instead of being appreciated for the value that they may bring in higher order conceptual and intellectual tasks, these individual strengths may be neglected at great cost to the individual child because they offer cheap reward in the shape of aggregate test scores. This paper is a philosophical piece, which in refusing to prescribe what one should do on Monday morning joins other strident voices in disability studies in education to question what it is that we are doing today. Whilst not scientific, this is important work--it emphasises the a priori importance of philosophical, moral and ethical questions--reminding science that children are dynamic social beings who cannot be manipulated like genes to "express" themselves in ways more conducive to quick and cheap educational programmes. (Contains 3 figures and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Code-Oriented Instruction for Kindergarten Students at Risk for Reading Difficulties: A Replication and Comparison of Instructional Groupings (EJ815903)
Vadasy, Patricia F.; Sanders, Elizabeth A.
Reading and Writing: An Interdisciplinary Journal, v21 n9 p929-963 Dec 2008
2008-12-00
Descriptors: Reading Difficulties; Reading Fluency; Phonological Awareness; At Risk Students; Kindergarten; Reading Instruction; Tutoring; Phonics; Elementary School Teachers; Pretests Posttests; Reading Comprehension
Abstract: The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from 13 urban elementary schools referred at-risk students for participation. Students who met screening criteria were quasi-randomly assigned, within classroom, to one of three conditions: individual tutoring (n = 22), tutoring in dyads (n = 32), or no tutoring (n = 22, classroom instruction only). Twenty-one paraeducators provided 18 weeks of explicit instruction in phonemic skills and the alphabetic code to students during the latter half of kindergarten. Multilevel model results showed that tutored students outperformed non-tutored controls on posttest measures of phonological awareness, word reading accuracy, oral reading fluency, spelling, and comprehension. However, no significant differences were found between the two tutored groups on any measure, suggesting that code-oriented tutoring for pairs of students is a viable alternative to the gold standard of individual instruction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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