ERIC Number: EJ1302977
Record Type: Journal
Publication Date: 2021
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1537-7903
EISSN: N/A
Effects of a Word Boxes Electronic App on Improving Letter-Sound Correspondences of Learners of English as an Additional Language
Ross, Kelsey M.; Joseph, Laurice M.
Journal of Applied School Psychology, v37 n3 p268-299 2021
The purpose of this study was to examine the effects of Build a Word-Easy Spelling with Phonics, an electronic application of the word box intervention, on the acquisition, maintenance, and generalization of letter-sound correspondences for Learners of English as an Additional Language (LEALs). A single-subject multiple probe experimental design across five kindergarten LEALs. Students' acquisition and maintenance of letter-sound correspondences were measured by the number of correct letter-sound correspondences identified in trained words and the number of trained words read correctly. Generalization measures involved identifying letter-sound correspondences in untrained real and nonsense words and a spelling task. Visual analysis and TAU-U calculations were used to examine intervention effects. Results demonstrate that the intervention Build a Word-Easy Spelling with Phonics substantially improved the acquisition, maintenance, and generalization of letter-sound correspondences for the five LEALs. This study extends research on the effects of systematic phonics interventions for LEALs. Implications for practice are discussed.
Descriptors: Computer Software, Phoneme Grapheme Correspondence, Phonics, Spelling, Second Language Learning, Second Language Instruction, English (Second Language), Intervention, Teaching Methods, Task Analysis, Reading Instruction, Elementary School Students, Kindergarten, Low Income Groups, School Districts, Generalization, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A