The Effects of Teaching Complex Grapheme-Phoneme Correspondences: Evidence from a Dual Site Cluster Trial with At-Risk Grade 2 Students

ABSTRACT

We evaluated the impact of teaching complex grapheme–phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small group reading programs, and received intervention for 12–15 hours over 12 weeks. Students were matched on baseline reading, language, parent demographics, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the GPC-group for word reading, pseudoword reading, and sentence comprehension at post-test moderated by pre-test phonological awareness skills. The results provide support for teaching complex GPCs derived from the Simplicity Principle as an approach to intervention for word reading, but suggest that children with low PA need additional supports.

Acknowledgments

This work was approved and executed after approval from the McGill University Research Ethics Board Office (REB # 458-0612– Responding to intervention: schools where all children are taught to read), and in full accordance with McGill University policy and the Canadian Tri-Council Policy Statement Ethical Conduct for Research Involving Humans. All participants (or their legal guardians) gave their informed consent and children gave their assent prior to their inclusion in the study.

We would like do thank the staff and students of the Edmonton Public School Board, Edmonton, Alberta, and the English Montreal, Sir Wilfrid Laurier, Lester B. Pearson, and Riverside School Boards, Montreal, Quebec, Canada.

Conflict of interest

There is no conflict of interest for any of the authors in this work.

Supplementary material

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Additional information

Funding

This work was supported by the Max Bell Foundation; Social Sciences and Humanities Research Council of Canada [435-2012-0164].