The Effectiveness of a Group Reading Instruction Program with Poor Readers in Multiple Grades

Abstract

The effectiveness of a phonologically based reading program delivered to first- through sixth-grade impaired readers in small groups (3–5) was examined. The 115 students from a predominantly low socioeconomic school were selected based on poor phonetic decoding and word-level reading skills, then matched and randomly assigned to one of two groups. The treatment group received the Spell Read program for eight weeks while the no-treatment control received only regular classroom reading instruction. At posttest-1 the treatment group performed significantly better than the controls on phonological awareness and decoding, reading accuracy, comprehension and spelling. Except for fluency, effect sizes were strong for most measures across all grades. Improved reading skills as a result of the phonological program were evident regardless of level of deficiency prior to instruction, and were not limited to specific grades. Outcome scores at posttest-2 after the control group was also given the Spell Read program indicated similar growth in reading. Results provide supportive evidence for small-group instruction as an effective remedial alternative for deficient readers.