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Readable English: Can Interactive Orthography and Phonetic Cueing Improve Reading Scores of Struggling Adolescent Readers?

EasyChair Preprint no. 3924

14 pagesDate: July 21, 2020

Abstract

High school students with significant reading deficits must read to learn course content. A pilot study of Readable English, a phonics intervention providing embedded interactive orthography to scaffold online grade level content, significantly increased both reading accuracy and reading comprehension compared to control group (N=24, mean age = 16.5, >1.5 years below grade). Findings suggest this new learning intervention technology may particularly benefit students struggling to read and pronounce English at the word level.

Keyphrases: adolescent readers, dual route theory, educational software, interactive orthography, online learning, reading intervention software, reading models, struggling readers

BibTeX entry
BibTeX does not have the right entry for preprints. This is a hack for producing the correct reference:
@Booklet{EasyChair:3924,
  author = {Joanne Coggins and Laura Clark Briggs},
  title = {Readable English:  Can Interactive Orthography and Phonetic Cueing Improve Reading Scores of Struggling Adolescent Readers?},
  howpublished = {EasyChair Preprint no. 3924},

  year = {EasyChair, 2020}}
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