The effects of systematic reading Instruction on three classifications of readers

Abstract

Abstract This study examined the effects of systematic instruction emphasizing phonological awareness using three groups of readers (single deficit, double deficit and no deficit) aged 6:6 to 9:3 . Twenty nine subjects identified with language‐based learning deficits were assigned to a group based on assessment of phonological core deficit areas. After nine months of instruction using Phono‐Graphix® subjects were posttested. Analyses revealed significant main effects for phonological awareness composites and rapid naming composites. Despite group membership, all children improved in their phonological awareness skills. Group interactions were observed for blending tasks, phonological awareness scores and rapid naming scores. Implications reveal systematic instruction using consistent encoding and decoding of the phonetic system yield significant results despite the number of phonological core deficits originally identified.