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An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills
Department of Language Studies, Umeå University, Umeå, Sweden.
Örebro University, School of Health Sciences.ORCID iD: 0000-0002-3535-8489
2020 (English)In: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 26, no 4, p. 427-441Article in journal (Refereed) Published
Abstract [en]

The aim of the present study was to evaluate the effect of systematized phonics on word reading in Swedish second grade poor readers. Forty-nine children who performed at or below the 25th percentile on pseudoword reading and/or sight word reading at the beginning of second grade participated in the study. The study had a cross-over design exploring within-and between-group effects of two different conditions: systematized phonics and classroom instruction. Overall, systematized phonics proved more effective than classroom instruction. At pre-intervention, no child performed above the 30th percentile in pseudoword reading or sight word reading. At post-intervention, corresponding numbers were 69% for pseudoword reading and 35% for sight word reading. Implications for a policy change in Sweden towards mandatory systematized phonics in primary school are discussed.

Place, publisher, year, edition, pages
John Wiley & Sons, 2020. Vol. 26, no 4, p. 427-441
Keywords [en]
policy change, reading difficulties, response to intervention, systematized phonics
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:oru:diva-86117DOI: 10.1002/dys.1669ISI: 000573338200001PubMedID: 32989836Scopus ID: 2-s2.0-85091606851OAI: oai:DiVA.org:oru-86117DiVA, id: diva2:1472739
Note

Funding Agency:

National Agency for Special Needs Education and Schools (SPSM) in Sweden 

Available from: 2020-10-02 Created: 2020-10-02 Last updated: 2021-01-15Bibliographically approved

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Nakeva von Mentzer, Cecilia

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CiteExportLink to record
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Citation style
  • apa
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