Effects of integrated spelling in phonics instruction for at-risk children in kindergarten

Research output: Contribution to journalJournal articlepeer-review

Standard

Effects of integrated spelling in phonics instruction for at-risk children in kindergarten. / Møller, Helene Lykke; Mortensen, Johannes Obi; Elbro, Carsten.

In: Reading and Writing Quarterly, Vol. 38, No. 1, 2022, p. 67-82.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Møller, HL, Mortensen, JO & Elbro, C 2022, 'Effects of integrated spelling in phonics instruction for at-risk children in kindergarten', Reading and Writing Quarterly, vol. 38, no. 1, pp. 67-82. https://doi.org/10.1080/10573569.2021.1907638

APA

Møller, H. L., Mortensen, J. O., & Elbro, C. (2022). Effects of integrated spelling in phonics instruction for at-risk children in kindergarten. Reading and Writing Quarterly, 38(1), 67-82. https://doi.org/10.1080/10573569.2021.1907638

Vancouver

Møller HL, Mortensen JO, Elbro C. Effects of integrated spelling in phonics instruction for at-risk children in kindergarten. Reading and Writing Quarterly. 2022;38(1):67-82. https://doi.org/10.1080/10573569.2021.1907638

Author

Møller, Helene Lykke ; Mortensen, Johannes Obi ; Elbro, Carsten. / Effects of integrated spelling in phonics instruction for at-risk children in kindergarten. In: Reading and Writing Quarterly. 2022 ; Vol. 38, No. 1. pp. 67-82.

Bibtex

@article{316049a711a5491eb73f9f2345a7599f,
title = "Effects of integrated spelling in phonics instruction for at-risk children in kindergarten",
abstract = "The purpose of the present study was to examine the effects of a brief experimental intervention that integrated spelling practice into a systematic phonics approach to initial reading instruction for at-risk children. The effects of this intervention were studied by means of a randomized controlled trial design that compared the experimental condition to two trained control conditions and a further business-as-usual condition. The two trained control conditions were phonics-based interventions without spelling but with additional time spent on letter-sound practice. One emphasized letter-sound production, the other letter-sound recognition. Participants were 65 kindergartners with limited letter knowledge and no reading skills. Each participant was randomly assigned to one of the four conditions. Children were taught individually in four 20-min sessions in all three trained conditions. Analyses of the gains in abilities from pre- to posttest revealed that the integrated spelling condition was associated with significantly larger gains in phoneme awareness, spelling, and reading than were either the trained letter-sound recognition condition (d = 0.38–0.86) or the business-as-usual condition (d = 0.54–1.21). The results also favored the integrated spelling condition over the trained letter-sound production condition. Regarding the two trained control conditions, the letter-sound production condition was associated with slightly better reading and spelling outcomes than the letter-sound recognition condition. These findings indicate that integrated spelling may improve systematic phonics for children at risk of early reading difficulties, and that activities that encourage letter-sound production may be more beneficial than those which only require letter-sound recognition.",
keywords = "Faculty of Humanities, l{\ae}sning, forebyggelse, stavning, foregribende undervisning",
author = "M{\o}ller, {Helene Lykke} and Mortensen, {Johannes Obi} and Carsten Elbro",
year = "2022",
doi = "10.1080/10573569.2021.1907638",
language = "English",
volume = "38",
pages = "67--82",
journal = "Reading and Writing Quarterly",
issn = "1057-3569",
publisher = "Taylor & Francis",
number = "1",

}

RIS

TY - JOUR

T1 - Effects of integrated spelling in phonics instruction for at-risk children in kindergarten

AU - Møller, Helene Lykke

AU - Mortensen, Johannes Obi

AU - Elbro, Carsten

PY - 2022

Y1 - 2022

N2 - The purpose of the present study was to examine the effects of a brief experimental intervention that integrated spelling practice into a systematic phonics approach to initial reading instruction for at-risk children. The effects of this intervention were studied by means of a randomized controlled trial design that compared the experimental condition to two trained control conditions and a further business-as-usual condition. The two trained control conditions were phonics-based interventions without spelling but with additional time spent on letter-sound practice. One emphasized letter-sound production, the other letter-sound recognition. Participants were 65 kindergartners with limited letter knowledge and no reading skills. Each participant was randomly assigned to one of the four conditions. Children were taught individually in four 20-min sessions in all three trained conditions. Analyses of the gains in abilities from pre- to posttest revealed that the integrated spelling condition was associated with significantly larger gains in phoneme awareness, spelling, and reading than were either the trained letter-sound recognition condition (d = 0.38–0.86) or the business-as-usual condition (d = 0.54–1.21). The results also favored the integrated spelling condition over the trained letter-sound production condition. Regarding the two trained control conditions, the letter-sound production condition was associated with slightly better reading and spelling outcomes than the letter-sound recognition condition. These findings indicate that integrated spelling may improve systematic phonics for children at risk of early reading difficulties, and that activities that encourage letter-sound production may be more beneficial than those which only require letter-sound recognition.

AB - The purpose of the present study was to examine the effects of a brief experimental intervention that integrated spelling practice into a systematic phonics approach to initial reading instruction for at-risk children. The effects of this intervention were studied by means of a randomized controlled trial design that compared the experimental condition to two trained control conditions and a further business-as-usual condition. The two trained control conditions were phonics-based interventions without spelling but with additional time spent on letter-sound practice. One emphasized letter-sound production, the other letter-sound recognition. Participants were 65 kindergartners with limited letter knowledge and no reading skills. Each participant was randomly assigned to one of the four conditions. Children were taught individually in four 20-min sessions in all three trained conditions. Analyses of the gains in abilities from pre- to posttest revealed that the integrated spelling condition was associated with significantly larger gains in phoneme awareness, spelling, and reading than were either the trained letter-sound recognition condition (d = 0.38–0.86) or the business-as-usual condition (d = 0.54–1.21). The results also favored the integrated spelling condition over the trained letter-sound production condition. Regarding the two trained control conditions, the letter-sound production condition was associated with slightly better reading and spelling outcomes than the letter-sound recognition condition. These findings indicate that integrated spelling may improve systematic phonics for children at risk of early reading difficulties, and that activities that encourage letter-sound production may be more beneficial than those which only require letter-sound recognition.

KW - Faculty of Humanities

KW - læsning

KW - forebyggelse

KW - stavning

KW - foregribende undervisning

U2 - 10.1080/10573569.2021.1907638

DO - 10.1080/10573569.2021.1907638

M3 - Journal article

VL - 38

SP - 67

EP - 82

JO - Reading and Writing Quarterly

JF - Reading and Writing Quarterly

SN - 1057-3569

IS - 1

ER -

ID: 259733831