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Integration of Reading and Writing Instruction to Increase Foundational Literacy Skills: Effects of the 'Write Sounds' Intervention on Handwriting, Decoding, and Spelling Outcomes

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Title: Integration of Reading and Writing Instruction to Increase Foundational Literacy Skills: Effects of the 'Write Sounds' Intervention on Handwriting, Decoding, and Spelling Outcomes
Language: English
Authors: Bazis, Pamela Shanahan, Hebert, Michael, Wambold, Brittany, Lang, Danika, Burk, Mackenzie
Source: Learning Disabilities: A Contemporary Journal. 2022 20(2):151-174.
Availability: Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Grade 3
Grade 1
Descriptors: Reading Instruction, Writing Instruction, Integrated Curriculum, Literacy Education, Intervention, Program Effectiveness, Handwriting, Decoding (Reading), Spelling, Reading Difficulties, Writing Difficulties, Elementary School Students, Feasibility Studies, Grade 2, Grade 3, Private Schools, Grade 1, Reading Skills, Short Term Memory
ISSN: 1937-6928
Abstract: Reading and writing rely on related foundational literacy skills (e.g., phonological processing, phonological memory, phonemic awareness). Therefore, students struggling with reading often have literacy difficulties that continue throughout their school years. However, lack of time and resources may make it difficult for schools to implement interventions for both reading and writing. Interventions that combine instruction for both skills may help to mitigate time and resource constraints. This paper reports the results of two pilot studies designed to examine the effectiveness of the Write Sounds integrated handwriting intervention for students with word-level deficits in reading and writing. Study 1 included 33 students struggling with handwriting and word-level reading or spelling difficulties in second and third grade. We randomly assigned participants to receive the Write Sounds intervention or a business-as-usual control. At posttest, students who received the Write Sounds intervention (n = 17) significantly outperformed the control group (n = 16) on researcher-created measures of handwriting quality and overall legibility. In study 2, three first-grade students who showed difficulty with reading, spelling, and phonemic awareness received instruction with Write Sounds. We implemented a multiple-baseline design. Results showed that Write Sounds increased participants' word reading abilities. Results of both studies suggest that Write Sounds showed promise of effectiveness. Limitations such as small sample sizes and the COVID-19 pandemic may have impacted the findings.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1359625
Database: ERIC
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  Data: Integration of Reading and Writing Instruction to Increase Foundational Literacy Skills: Effects of the 'Write Sounds' Intervention on Handwriting, Decoding, and Spelling Outcomes
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities%3A+A+Contemporary+Journal%22"><i>Learning Disabilities: A Contemporary Journal</i></searchLink>. 2022 20(2):151-174.
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  Data: Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
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  Data: 24
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  Data: Reading and writing rely on related foundational literacy skills (e.g., phonological processing, phonological memory, phonemic awareness). Therefore, students struggling with reading often have literacy difficulties that continue throughout their school years. However, lack of time and resources may make it difficult for schools to implement interventions for both reading and writing. Interventions that combine instruction for both skills may help to mitigate time and resource constraints. This paper reports the results of two pilot studies designed to examine the effectiveness of the Write Sounds integrated handwriting intervention for students with word-level deficits in reading and writing. Study 1 included 33 students struggling with handwriting and word-level reading or spelling difficulties in second and third grade. We randomly assigned participants to receive the Write Sounds intervention or a business-as-usual control. At posttest, students who received the Write Sounds intervention (n = 17) significantly outperformed the control group (n = 16) on researcher-created measures of handwriting quality and overall legibility. In study 2, three first-grade students who showed difficulty with reading, spelling, and phonemic awareness received instruction with Write Sounds. We implemented a multiple-baseline design. Results showed that Write Sounds increased participants' word reading abilities. Results of both studies suggest that Write Sounds showed promise of effectiveness. Limitations such as small sample sizes and the COVID-19 pandemic may have impacted the findings.
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  Data: EJ1359625
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 151
    Subjects:
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Integrated Curriculum
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Handwriting
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Writing Difficulties
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Feasibility Studies
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      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
    Titles:
      – TitleFull: Integration of Reading and Writing Instruction to Increase Foundational Literacy Skills: Effects of the 'Write Sounds' Intervention on Handwriting, Decoding, and Spelling Outcomes
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