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Direct linkYeung, Susanna Siu-sze; Savage, Robert – Journal of Learning Disabilities, 2020
Reading interventions developed to teach grapheme-phoneme correspondences (GPCs) were evaluated among L2 at-risk readers. In the direct mapping of grapheme (DMG) condition, children's attention was explicitly drawn to the application of a graphemes taught on that day to shared reading of words in authentic text. In the control condition there was…
Descriptors: Teaching Methods, Phoneme Grapheme Correspondence, Reading Instruction, Elementary School Students
Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina; Dunn, Kristy; Burgos, Giovani – Scientific Studies of Reading, 2020
We evaluated the impact of teaching complex grapheme-phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small…
Descriptors: Grade 2, Elementary School Students, At Risk Students, Teaching Methods
Savage, Robert; Carless, Sue – Journal of Research in Reading, 2004
The present study sought to extend a recent study by Savage, Carless and Stuart, by looking at the pre-test phonological skills that predicted improvements in letter-sound knowledge and nonword reading. Results showed overall that phoneme manipulation predicted improvements in nonword reading and letter-sound knowledge even when pre-test scores on…
Descriptors: Phoneme Grapheme Correspondence, Teaching Methods, Reading Skills, Decoding (Reading)
