Results

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PROVEN EFFECTIVE

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Pre-Test Scores

In a 2012-2013 study of Kindergarten children from an urban school who participated in an after-school program, pre-test Kindergarten children in the treatment group scored between 1.5 and 3.2 on the SSS. Kindergarten children in the control group scored between 5.86 and 6.71 on the SSS.

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Improved Spelling

In the same 2012-2013 study, a regression discontinuity design was used. The treatment group contained students with DIBELS composite score for Kindergarten of 13 or lower. The control group contained students DIBELS composite score for kindergarten of 14 or higher. After 15 weeks of using See Word Reading, Kindergarten children in the treatment group scored between 7.4 and 9 on the SSS and children in the control group scored between 8.71 and 9.

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Phonological Awareness

In a 2011-2012 study of Kindergarten and first grade children from urban schools who participated in an after school program, mean gain scores were compared for the first ten weeks of children participating in See Word Reading (treatment) versus children participating in educational applications on the iPad (control).

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Improving Word Identification, Spelling & Writing

In the same 2011-2012 study, a repeated measures crossover design was used contrasting the training and a control condition. Matched pairs and on letter-sound knowledge were randomly assigned to treatment or control condition. Two of three phonological awareness measures (production of accurate words given a beginning letter sound and a standardized composite of phonological awareness) were increased.

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Increases in Fluency

In the same 2011–2012 study, each condition comprised twenty, 30-minute lessons given 2–3 times per week for a total of 20 sessions. Results revealed larger mean gain scores for children in See Word Reading compared to children in the control condition.

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Improved Decoding

In a 2013 study with bilingual kindergarten children with Chinese language backgrounds, children taught with this approach at the letter-, word- and text-levels made greater gains in decoding on average, and more of these children showed greater improvement in spelling than the control group. Mixed model analysis was run on post-test measures of decoding, word reading and spelling, with a fixed variable of experimental condition (reading vs. math instruction), a random variable of participants nested within treatment groups, and with pretest scores, cognitive ability and phonological awareness co-varied. The effect of the experimental condition was significant for decoding, F(1,12) = 5.73, p = .03, with the reading group performing better than the control at post-test.

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