BASIC WORD READING INTERVENTION: EFFECTS OF PHONEMIC AWARENESS AND PHONICS INSTRUCTION

Abstract

This study used a single-subject design to measure the effectiveness of a basic word reading intervention that combined direct instruction of phonemic awareness and phonics skills. It was hypothesized that positive effects would be seen in phonemic awareness, phonics, and word reading efficiency. Positive effects were seen on the following curriculum-based measures: (a) Phoneme Segmentation Fluency, g index = +1.67, PND = 0.91; (b) Nonsense Word Fluency, g index = +1.33, PND = 0.73; (c) Word Identification Fluency, g index = +1.00, PND = 0.73.