Word Boxes Improve Phonemic Awareness, Letter–Sound Correspondences, and Spelling Skills of At-Risk Kindergartners. (May 2015)

• Record Type: Journal Article
• Authors: Keesey, Susan; Konrad, Moira; Joseph, Laurice M.
• Is Part Of: Remedial and special education. Volume 36:Number 3(2015:May/Jun.)
• Page Start: 167
• Page End: 180
• Publication Date: 2015-05
• Subjects: word boxes -- phonological awareness -- phonemic awareness -- early literacy -- letter–sound correspondence -- alphabetic principle; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932514543927
• Languages: English
• ISSNs: 0741-9325

Abstract

Early literacy skills are critical for success in school, yet many children fail to obtain these skills in a timely manner leaving them unable to perform at minimal academic expectations. The purpose of this study was to examine the effects of word box instruction, a research-based intervention designed to promote phonemic awareness, on the phonological, reading, and spelling skills of three kindergartners. A multiple probe design across the three skills was sequentially replicated across students to determine the effectiveness of the intervention. Results demonstrated a functional relation between the word box instruction and increases in all three students' segmenting skills and letter–sound correspondences, along with demonstrated improvements in spelling and reading.