![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Word boxes (also referred to as Elkonin or sound boxes) are used to teach basic literacy skills to children. However, there has not been a review of studies reporting on the effects of word boxes on students’ reading achievement. The purpose of this review was to conduct a comprehensive analysis of the effects of word boxes on students’ reading performance. Several experimental studies reporting on the effects of word boxes were identified through database searches followed by an ancestral search. Findings from this review revealed that there was evidence to support the use of word boxes for helping preschool to elementary students acquire phonemic awareness, letter-sound correspondences, and spelling. Limitations and directions for future research are presented.
Additional information
Notes on contributors
Kelsey M. Ross
Kelsey M. Ross is a doctoral student in School Psychology program at The Ohio State University. Her research interests are literacy interventions.
Laurice M. Joseph
Dr. Laurice M. Joseph is a professor of School Psychology at The Ohio State University. Her research interests are examining the effects and efficiency of literacy interventions.