A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties

Students in grades 2 through 4 with significant word reading difficulties were randomly assigned to one of two 10-week interventions. In the <i>Dual Treatment</i> condition, decoding instruction emphasized regularity in spelling-sound correspondence, sound-by-sound decoding, and separately taught high-frequency words on a whole-word basis. In the <i>Integrated</i> condition, decoding instruction interleaved regularity and variability in spelling-sound correspondence, targeted larger letter units, and aligned high-frequency word instruction with decoding. At posttest, statistically significant differences favored the Integrated condition on standardized word reading efficiency (<i>g</i> = 0.37), silent word identification fluency (<i>g</i> = 0.41), and an intervention-aligned list of words not targeted in either condition (<i>g</i> = 0.26). Although not statistically significant, effect sizes also favored the Integrated condition on standardized sentence reading efficiency (<i>g</i> = 0.25), intervention-aligned letter-sound correspondence (<i>g</i> = 0.24), and other word lists taught or not taught in both conditions (<i>g</i>s = 0.12 to 0.21). A nonstatistically significant effect favored the Dual Treatment condition on intervention-aligned correct letter sequences spelling (<i>g</i> = -0.19), and null effects were observed on a standardized oral reading fluency (<i>g</i> = 0.04) and intervention-aligned whole word spelling (<i>g</i> = 0.02). Supported exposure to greater variability in spelling-sound correspondence may improve generalized word reading skills.