ERIC Number: EJ1092627
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 26
The Effects of Word Box Instruction on Acquisition, Generalization, and Maintenance of Decoding and Spelling Skills for First Graders
Alber-Morgan, Sheila R.; Joseph, Laurice M.; Kanotz, Brittany; Rouse, Christina A.; Sawyer, Mary R.
Education and Treatment of Children, v39 n1 p21-43 2016
This study examined the effects of implementing word boxes as a supplemental instruction method on the acquisition, maintenance, and generalization of word identification and spelling. Word box intervention consists of using manipulatives to learn phonological decoding skills. The participants were three African-American urban first graders identified as at risk. A multiple probe across participants design was used to demonstrate that word box instruction was functionally related to increased acquisition of CVC words read and spelled correctly for two out of the three participants. These participants also demonstrated maintenance for three to seven weeks after acquisition and some generalization to untaught CVC words.
Descriptors: Generalization, Language Acquisition, Spelling, Word Recognition, Teaching Methods, Intervention, Phonology, Decoding (Reading), African American Students, Grade 1, Elementary School Students, Maintenance, Urban Schools, At Risk Students, Check Lists, Poverty, Phonemic Awareness
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A