Implementing Visual Phonics With At-Risk Learners: Who Are Experiencing Reading Failure

The ability to read proficiently is essential to achieve academic success (Levy & Vaughn, 2002). However, the number of American children experiencing reading failure, and subsequently school failure, is staggering. The current investigation extended the initial efforts in using See the Sound/Visual Phonics (STS/VP) to teach phonemic awareness and initial phonics to older elementary children identified as at-risk for reading failure. There has been strong evidence for the effective use of STS/VP as an intervention tool for low-performing kindergarten children (Cihon, Gardner, Morrison, and Paul, 2008). The proposed study attempts to replicate the existing literature base on the effects of STS/VP on phonemic awareness and phonic skills for hearing children as well as extend it by looking at a new population, older elementary children. Using a multiple baseline across sounds, the current researchers taught two pairs of fourth graders letter-sound combinations either by explicit instruction alone, or explicit instruction paired with STS/VP. Results indicated all four participants were able to acquire, maintain, and generalize the four taught letter combinations in both conditions.

Abby R. Basbagill is a board certified behavior analyst who specializes in behavior and education consulting for individuals with developmental disabilities. She has an extensive background in developing, supervising, and monitoring ABA programs. She received her M.A. and an intervention specialist license in the area of Special Education from OSU.