Dissertation
The effect of written word work using word boxes on the decoding fluency of young at-risk readers
Washington State University
Doctor of Philosophy (PhD), Washington State University
05/2007
DOI:
https://doi.org/10.7273/000005623
Abstract
The effect of written word work using word boxes on the decoding fluency of nine first grade students at-risk for reading failure was investigated. A multiple baseline across-participants single subject research design was implemented to measure the effect on students' rate and accuracy of phoneme segmentation fluency, non-word reading fluency, and oral reading fluency, and the accuracy of spelling. Students were screened and assessed using Dynamic Indicators for Basic Early Literacy Skills (DIBELS) subtests for phonological segmentation fluency (PSF), nonsense word fluency (NWF), and oral reading fluency (ORF) and a six word spelling test. Additional data were collected on students' reading comprehension, receptive vocabulary, and classroom behaviors at the beginning and end of the study. Research was conducted under three conditions: general education curriculum, small group instruction, and a reading intervention that targeted grapheme-phoneme correspondence using guided sentence writing and word boxes. Students participated in a twentyfive minute small group reading intervention four days a week for 6 to 18 weeks depending on when each group entered the study. The results of this study suggest that written word work using word boxes positively impacted students' decoding skills. The most significant effects were noted in the rate and accuracy of non-word fluency and accuracy of spelling. Lower effect sizes were reported in phoneme segmentation and oral reading fluency measures. Two students reached DIBELS grade level goals in PSF and NWF measures by the end of the study. Instruction in written word work that uses guided sentence writing in combination with word boxes appears to be an effective intervention for students who encounter difficulty mastering the alphabetic principle and struggle with decoding fluency
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Details
- Title
- The effect of written word work using word boxes on the decoding fluency of young at-risk readers
- Creators
- Claudia Lynne Angus
- Contributors
- Darcy Elizabeth Miller (Chair)
- Awarding Institution
- Washington State University
- Academic Unit
- College of Education
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 135
- Identifiers
- 99901054741401842
- Language
- English
- Resource Type
- Dissertation