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Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties

Title: Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements.
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Name(s): Steacy, Laura M, author
Elleman, Amy M, author
Lovett, Maureen W, author
Compton, Donald L, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2016-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis (Share, 1995), little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading gains among children with reading disability (RD) enrolled in Phonological and Strategy Training (PHAST) or Phonics for Reading (PFR). Conditions differed in sublexical training with PHAST stressing multi-level connections and PFR emphasizing simple grapheme-phoneme correspondences. Thirty-seven children with RD, 3 - 6 grade, were randomly assigned 60 lessons of PHAST or PFR. Crossed random-effects models allowed us to identify specific intervention elements that differentially impacted word-reading performance at posttest, with children in PHAST better able to read words with variant vowel pronunciations. Results suggest that sublexical emphasis influences transfer gains to word reading.
Identifier: FSU_pmch_28596701 (IID), 10.1080/10888438.2016.1178267 (DOI), PMC5460658 (PMCID), 28596701 (RID), 28596701 (EID)
Grant Number: R03 HD045726
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5460658.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_28596701
Owner Institution: FSU
Is Part Of: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.
1088-8438
Issue: iss. 4, vol. 20

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Steacy, L. M., Elleman, A. M., Lovett, M. W., & Compton, D. L. (2016). Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements. Scientific Studies Of Reading : The Official Journal Of The Society For The Scientific Study Of Reading. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_28596701