Integration of Reading and Writing Instruction to Increase Foundational Literacy Skills: Effects of the "Write Sounds" Intervention on Handwriting, Decoding, and Spelling Outcomes

Autor/inn/en	Bazis, Pamela Shanahan; Hebert, Michael; Wambold, Brittany; Lang, Danika; Burk, Mackenzie
Titel	Integration of Reading and Writing Instruction to Increase Foundational Literacy Skills: Effects of the "Write Sounds" Intervention on Handwriting, Decoding, and Spelling Outcomes
Quelle	In: Learning Disabilities: A Contemporary Journal, 20 (2022) 2, S.151-174 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Reading Instruction; Writing Instruction; Integrated Curriculum; Literacy Education; Intervention; Program Effectiveness; Handwriting; Decoding (Reading); Spelling; Reading Difficulties; Writing Difficulties; Elementary School Students; Feasibility Studies; Grade 2; Grade 3; Private Schools; Grade 1; Reading Skills; Short Term Memory + Suchen Sie Ihr Suchwort? Leseunterricht; Schreibunterricht; Handschrift; Dekodierung; Schreibweise; Reading difficulty; Leseschwierigkeit; Schreibstörung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Private school; Privatschule; School year 01; 1. Schuljahr; Schuljahr 01; Reading skill; Lesefertigkeit; Kurzzeitgedächtnis
Abstract	Reading and writing rely on related foundational literacy skills (e.g., phonological processing, phonological memory, phonemic awareness). Therefore, students struggling with reading often have literacy difficulties that continue throughout their school years. However, lack of time and resources may make it difficult for schools to implement interventions for both reading and writing. Interventions that combine instruction for both skills may help to mitigate time and resource constraints. This paper reports the results of two pilot studies designed to examine the effectiveness of the Write Sounds integrated handwriting intervention for students with word-level deficits in reading and writing. Study 1 included 33 students struggling with handwriting and word-level reading or spelling difficulties in second and third grade. We randomly assigned participants to receive the Write Sounds intervention or a business-as-usual control. At posttest, students who received the Write Sounds intervention (n = 17) significantly outperformed the control group (n = 16) on researcher-created measures of handwriting quality and overall legibility. In study 2, three first-grade students who showed difficulty with reading, spelling, and phonemic awareness received instruction with Write Sounds. We implemented a multiple-baseline design. Results showed that Write Sounds increased participants' word reading abilities. Results of both studies suggest that Write Sounds showed promise of effectiveness. Limitations such as small sample sizes and the COVID-19 pandemic may have impacted the findings. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01