Eighty-seven children, 6 to 16 years of age, with reading and/or spelling difficulties were trained in a new program (Phono-Graphix™) that emphasizes phoneme awareness training, sound-to-print orientation, curriculum design sequenced by orthographic complexity, and active parental supervision in homework assignments. The children's initial level of competence to access the alphabet code was revealed by diagnostic testing, and individualized sequences of instruction were developed. The children received 12 hours or less of one-to-one training, one hour per week. Children gained an average of 13.7 standard score points on word recognition (1.70 points per clinical hour) and 19.34 standard score points on nonsense word decoding (2.57 points per clinical hour). Download the full study
students made gains on the WJ-III normative group in their performance of 7% to 10% for the elementary group and 6% to 15% for the upper elementary/secondary group rather than continuing to fall further behind as do most students in special education. As stated previously, given that the students in this evaluation received special education services, one would expect their standard score difference to be stable or to worsen. Just the opposite occurred. This finding is particularly important when one considers that the the goal of special education is to reintroduce the student into the general education curriculum."
From the chapter, "It is apparent that Phono-Graphix does represent quite a significan shift in teaching... Within Phono-Graphix, the focus on teaching in the meaningful context of words may help alleviate anxieties and struggles." (p. 44)
Dias, K. & Juniper, L. (2002). Phono-Graphix - who needs additional literacy support? An outline of research in Bristol schools. Support for Learning 17, 1, 34-38.