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The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools.

Tse L, Nicholson T - Front Psychol (2014)

Bottom Line: There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics.The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness.The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages.

View Article: PubMed Central - PubMed

Affiliation: School of Curriculum and Pedagogy, The University of Auckland Auckland, New Zealand.

ABSTRACT
The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics. In this study, a group of 96 second graders from three lower SES primary schools in New Zealand were taught in 24 small groups of four, tracked into three different reading ability levels. All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness. In reading accuracy, the BB/EP and Big Book groups scored similarly. In basic decoding skills the BB/EP and Phonics groups scored similarly. The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages. The present findings could be a model for New Zealand and other countries in their efforts to increase the literacy achievement of disadvantaged pupils.

No MeSH data available.


Related in: MedlinePlus

Mean scores for each of the significant results for each of the training groups pretest to posttest. Mean Burt and Neale results reported as reading ages; spelling reported as spelling age. Other results reported as raw scores.
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Figure 8: Mean scores for each of the significant results for each of the training groups pretest to posttest. Mean Burt and Neale results reported as reading ages; spelling reported as spelling age. Other results reported as raw scores.

Mentions: To summarize the pre-post results for the treatment groups, the Combined BB/EP instruction was more effective than Big Book reading for all literacy measures except reading accuracy where there was no difference between the Combined and Big Book groups. Combined instruction was more effective than phonics for all literacy measures except basic decoding skills where it was equally effective. The control group who received math instruction made significantly more progress in math than the other three groups who did not receive math teaching. In Figure 8 the results for word reading, reading accuracy, and reading comprehension are expressed as reading ages and spelling as a spelling age to give a more meaningful interpretation of the results. These graphs show that for reading comprehension, word reading, and spelling, the BB/EP instruction brought the reading and spelling ages of these children closer to their chronological age. For reading accuracy, BB/EP and BB instruction both moved children closer to their chronological age.


The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools.

Tse L, Nicholson T - Front Psychol (2014)

Mean scores for each of the significant results for each of the training groups pretest to posttest. Mean Burt and Neale results reported as reading ages; spelling reported as spelling age. Other results reported as raw scores.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4230049&req=5

Figure 8: Mean scores for each of the significant results for each of the training groups pretest to posttest. Mean Burt and Neale results reported as reading ages; spelling reported as spelling age. Other results reported as raw scores.
Mentions: To summarize the pre-post results for the treatment groups, the Combined BB/EP instruction was more effective than Big Book reading for all literacy measures except reading accuracy where there was no difference between the Combined and Big Book groups. Combined instruction was more effective than phonics for all literacy measures except basic decoding skills where it was equally effective. The control group who received math instruction made significantly more progress in math than the other three groups who did not receive math teaching. In Figure 8 the results for word reading, reading accuracy, and reading comprehension are expressed as reading ages and spelling as a spelling age to give a more meaningful interpretation of the results. These graphs show that for reading comprehension, word reading, and spelling, the BB/EP instruction brought the reading and spelling ages of these children closer to their chronological age. For reading accuracy, BB/EP and BB instruction both moved children closer to their chronological age.

Bottom Line: There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics.The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness.The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages.

View Article: PubMed Central - PubMed

Affiliation: School of Curriculum and Pedagogy, The University of Auckland Auckland, New Zealand.

ABSTRACT
The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics. In this study, a group of 96 second graders from three lower SES primary schools in New Zealand were taught in 24 small groups of four, tracked into three different reading ability levels. All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness. In reading accuracy, the BB/EP and Big Book groups scored similarly. In basic decoding skills the BB/EP and Phonics groups scored similarly. The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages. The present findings could be a model for New Zealand and other countries in their efforts to increase the literacy achievement of disadvantaged pupils.

No MeSH data available.


Related in: MedlinePlus