Train lexical flexibility for irregular words through pronunciation-flexibility instruction building on decoding¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

In its discussion, the article points to emerging evidence that lexical flexibility, as measured by the SfV task, can be trained in children. It describes training protocols emphasizing flexibility in applying different pronunciations for letters or letter combinations, checking for matches and making approximations to known words, and a two-step instructional model in which direct instruction in simple decoding comes first and set for variability flexibility training follows as a second step.

Design Implications¶

Context¶

Requirements¶

• The article describes a two-step model where direct instruction in simple decoding precedes set for variability flexibility training

Constraints¶

• The article characterizes the training evidence as emerging and calls the study a start, noting many important questions still require study

Target Learners¶

• Developing readers in elementary grades

Target Learning Goals¶

• Flexibility in applying different pronunciations for letters or letter combinations
• Correcting mispronunciations of irregular words

Claims¶

• Set for Variability performance is strongly correlated with word identification, word attack, phonological awareness, and vocabulary in grades 2–5 [+M]
• Word attack and the word attack × max P→O surprisal interaction add variance beyond phonology, indicating phonology-to-orthography knowledge contributes to SfV performance [+M]
• Word identification adds unique variance and moderates SfV performance, with a three-way word attack × word identification × max P→O surprisal interaction [+M]

Related Strategies¶

• Consider semantic categorization within word decoding training for poor readers

Examples¶

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Key Sources¶

• Edwards, A. A., Steacy, L. M., Seigelman, N., Rigobon, V. M., Kearns, D. M., Rueckl, J. G., & Compton, D. L. (2022). Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance. Journal of Educational Psychology, 114(6). https://doi.org/10.1037/edu0000696