Effects of Word Boxes on Improving Students' Basic Literacy Skills: A Literature Review

Autor/inn/en	Ross, Kelsey M.; Joseph, Laurice M.
Titel	Effects of Word Boxes on Improving Students' Basic Literacy Skills: A Literature Review
Quelle	In: Preventing School Failure, 63 (2019) 1, S.43-51 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1480006
Schlagwörter	Literacy Education; Teaching Methods; Reading Achievement; Databases; Search Strategies; Preschool Children; Elementary School Students; Phonemic Awareness; Phoneme Grapheme Correspondence; Spelling; Educational Research; Intervention; Instructional Effectiveness; Small Group Instruction; Individualized Instruction; Large Group Instruction; Generalization + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Leseleistung; Datenbank; Suchstrategie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schreibweise; Bildungsforschung; Pädagogische Forschung; Unterrichtserfolg; Individualisierender Unterricht
Abstract	Word boxes (also referred to as Elkonin or sound boxes) are used to teach basic literacy skills to children. However, there has not been a review of studies reporting on the effects of word boxes on students' reading achievement. The purpose of this review was to conduct a comprehensive analysis of the effects of word boxes on students' reading performance. Several experimental studies reporting on the effects of word boxes were identified through database searches followed by an ancestral search. Findings from this review revealed that there was evidence to support the use of word boxes for helping preschool to elementary students acquire phonemic awareness, letter-sound correspondences, and spelling. Limitations and directions for future research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01