The impact of the intensity of a contextualised phonics intervention on striving second grade readers

This small scale study investigates the impact of the intensity of a 10 week contextualized systematic phonics intervention based on Turner and Bodien’s (2007) methodology on six striving second grade readers. It was specifically concerned to ascertain the impact on reading performance of daily one-to-one intervention for 30 minutes a day compared to a similar twice-weekly intervention, as well as to find out if reading accuracy, comprehension and rate as measured by the Neale Analyis of Reading Ability (Neale, 1997) were affected differently by the intensity of instruction using Turner and Bodien’s (2007) methodology.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2015

Author dc:creator

• Dunn, Bonita Miriam

Advisor dc:contributor.advisor

• Verbeek, Clare

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/13699

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/13699