Effects of a Word Boxes Electronic App on Improving Letter-Sound Correspondences of Learners of English as an Additional Language. Issue 3 (3rd July 2021)

• Record Type: Journal Article
• Authors: Ross, Kelsey M.; Joseph, Laurice M.
• Is Part Of: Journal of applied school psychology. Volume 37:Issue 3(2021)
• Page Start: 268
• Page End: 299
• Publication Date: 2021-07-03
• Subjects: Reading intervention -- phonics -- word boxes -- ELLs -- english language learners -- academic intervention -- interventions -- early childhood; Educational psychology -- Periodicals; Education, Special -- Periodicals; 370.15
• DOI: 10.1080/15377903.2020.1848953
• Languages: English
• ISSNs: 1537-7903

Abstract

Abstract: The purpose of this study was to examine the effects of Build a Word-Easy Spelling with Phonics, an electronic application of the word box intervention, on the acquisition, maintenance, and generalization of letter-sound correspondences for Learners of English as an Additional Language (LEALs). A single-subject multiple probe experimental design across five kindergarten LEALs. Students' acquisition and maintenance of letter-sound correspondences were measured by the number of correct letter-sound correspondences identified in trained words and the number of trained words read correctly. Generalization measures involved identifying letter-sound correspondences in untrained real and nonsense words and a spelling task. Visual analysis and TAU-U calculations were used to examine intervention effects. Results demonstrate that the intervention Build a Word-Easy Spelling with Phonics substantially improved the acquisition, maintenance, and generalization of letter-sound correspondences for the five LEALs. This study extends research on the effects of systematic phonics interventions for LEALs. Implications for practice are discussed.