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The Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment

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THE EFFECTS OF SYNTHETIC PHONICS TEACHING ON READING AND SPELLING ATTAINMENT

LIST OF TABLES

CHAPTER THREE

Table 3.1Mean chronological age, IQ (BPVS) reading age (British Ability Scales Word Reading test) spelling age (Schonell Spelling test) emergent reading (Clay rhyme skills and nonword reading (standard deviations in brackets), pre-test and first post-test, Study 2

Table 3.2Mean % correct on Analogy Reading Task and Irregular Word Reading at end of training programme (first post-test) Study

Table 3.3 Mean chronological age, mean word reading age (British Ability Scales Word Reading test) and mean spelling age at second post-test, 15 months after termination of the programme, after all groups had been introduced to synthetic phonics

Table 3.4 Mean chronological age, mean reading comprehension age (Primary Reading Test) second post-test, 15 months after termination of the programme, after all groups had been introduced to synthetic phonics

CHAPTER FOUR

Table 4.1 Mean word reading ages, chronological ages and word reading advantage (extent to which word reading exceeds chronological age) in years for boys (B) and girls (G), Primary 2 to Primary 7 (standard deviations in brackets)

Table 4.2 Mean word spelling ages, chronological ages and spelling advantage (extent to which spelling exceeds chronological age) in years for boys (B) and girls (G), Primary 2 to Primary 7 (standard deviations in brackets)

Table 4.3Mean reading comprehension ages, chronological ages and reading comprehension advantage (extent to which word reading exceeds chronological age) in years for boys (B) and girls (G)Primary 2 to Primary 7 (standard deviations in brackets)

CHAPTER FIVE

Table 5.1Primary 7 ATR 2 Attitudes to Reading Questionnaire, mean score (standard deviations in brackets

CHAPTER EIGHT

Table 8.1 Number of pupils in Primary 2 more than 1 and 2 years behind chronological age in word reading, spelling and reading comprehension (percent in brackets)

Table 8.2Number of pupils in Primary 3 more than 1 and 2 years behind chronological age in word reading,. spelling and reading comprehension, percent in brackets)

Table 8.3Number of pupils in Primary 4 more than 1 and 2 years behind chronological age in word reading, spelling and reading comprehension, percent in brackets

Table 8.4Number of pupils in Primary 5 more than 1 and 2 years behind chronological age in word reading, spelling and reading comprehension, percent in brackets

Table 8.5Number of pupils in Primary 6 more than 1 and 2 years behind chronological age in word reading, spelling and reading comprehension, percent in brackets comprehension, per cent in brackets

Table 8.6Number of pupils in Primary 7 more than 1 and 2 years behind chronological age in word reading, spelling and reading comprehension, percent in brackets

Table 8.7AF's pre and post test scores compared with scores of the analytic phonics + phonemic awareness research group (AP+PA) in September of Term 1 (pretest) and March of Term 2 of Primary 1 (post-test) 1997/98

Table 8.8AF's scores compared with the scores of the analytic phonics + phonemic awareness group (AP+PA) in June of Term 3 of Primary 2 (1999) alongside AF's post-test scores in Primary 1 Term 2 for comparison.

Table 8.9AF's chronological, reading and spelling ages compared with the chronological, reading and spelling ages of the total sample of pupils in June of Term 3 of Primary 3(2000)

Table 8.10AF's scores for literacy and phonological skills in March Term 2, Primary 1 and his scores in January of Term 2, Primary 4 compared with literacy and phonological awareness scores for children reading 12 months or more behind chronological age in January of Primary

Table 8.11AF's scores for reading, spelling, vocabulary and nonword reading in March of Term 2 Primary 5 together with the average scores for children reading 12 months or more behind chronological age in March of Term 2 Primary 5

Table 8.12 AF's chronological, reading, spelling and comprehension ages compared with the chronological, reading, spelling and comprehension ages of the total sample of pupils in June of Term 3 Primary 5 (2002)

Table 8.13AF's chronological, reading and spelling ages in March of Term 2 Primary 6 (2003) compared with the average chronological, reading and spelling ages for children reading 12 months or more behind chronological age

Table 8.14 Scores for speed and accuracy of performance on the One Minute Reading Test of 9 low achievers (reading 12 months or more below chronological age) including AF compared with scores for the remaining 233 pupils of the total sample in May Primary 6 (2003)

Table 8.15 AF's chronological, reading and spelling ages and scores for nonword reading categories together with the average chronological, reading and spelling ages and scores for nonword reading categories for children reading 12 months or more behind chronological age in March Term 2 Primary 7 (2004) and March Term 2 Primary 5 (2002) for comparison

LIST OF FIGURES

CHAPTER FOUR

Figure 4.1 Comparison of word reading from Primary 2 to Primary 7, boys versus girls

Figure 4.2Comparison of spelling from Primary 2 to Primary 7, boys versus girls

Figure 4.3Comparison of reading comprehension from Primary 2 to Primary 7, boys versus girls

CHAPTER SEVEN

Figure 7.1Comparison of word reading from Primary 2 to Primary 7 for the advantaged and disadvantaged children

Figure 7.2 Comparison of spelling from Primary 2 to Primary 7 for the advantaged and disadvantaged children

Figure 7.3 Comparison of reading comprehension from Primary 2 to Primary 7 for the advantaged and disadvantaged children

CHAPTER EIGHT

Figure 8.1Differences between AF's chronological age and reading age from Primary 1 to Primary 3

Figure 8.2Differences between AF's chronological age and reading and spelling ages in Primaries 4 and 5

Figure 8.3 AF's chronological, reading and spelling ages from Primary 1 to Primary 7.