Effects of rime-based orthographic analogy training on the word recognition skills of children with reading disability.

Abstract

The aim of this study was to determine whether metacognitive strategy training in the use of rime spelling units would be an effective intervention strategy for children with reading disability. Thirty-six disabled readers were randomly assigned to 1 of 2 training groups, a rime analogy training group or an item-specific training group. Posttreatment measures were taken at the completion of the training, and 1-year follow-up data were obtained from the 2 training groups and a sample of 20 normally developing readers. Systematic strategy training in the use of rime spelling units produced generalized achievement gains and transfer to uninstructed materials and was more effective than training that focused on item-specific learning and sentence-level strategies. The superior posttreatment performance of the rime analogy group over the item-specific group was maintained.