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

EasyChair Preprint 3924

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

@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 3924},
  year      = {EasyChair, 2020}}