Implementation of the Sound Partners Reading Program

Authors

Nancy E. Marchand-Martella, Eastern Washington UniversityFollow
Ronald C. Martella, Eastern Washington University
J. Ron Nelson, University of Nebraska - LincolnFollow
Lynn Waterbury, Eastern Washington University
Sharon A. Shelley, Eastern Washington University
Charalambos Cleanthous, Eastern Washington University
David Hatfield, Devereux Foundation, Colorado Springs, CO

Document Type

Article

Date of this Version

6-2002

Comments

Published in Journal of Behavioral Education 11:2 (June 2002), pp. 117–130. Copyright © 2002 Human Sciences Press, Inc.; published by Springer Verlag. Used by permission.

Abstract

Eleven first grade and 10 second grade students, all with reading and behavioral difficulties, received one-on-one tutoring using the Sound Partners reading program (Vadasy & Pool, 1997). Students received 30 min of tutoring each day for 5 months. Students were assessed on Letter-Word Identification, Passage Comprehension, and Word Attack subtests of the Woodcock-Johnson-Revised (WJ-R): Tests of Achievement. An informal measure (rapid letter naming) was also used. Results indicated that gains of approximately 1 standard deviation (or greater) were noted for subtests of the WJ-R for first-grade students; second graders showed relatively stable performance from pre- to posttest assessments. Similar performance was noted on the informal measure across grades. Program satisfaction data showed that overall the tutors, teachers, and students were pleased with the program. Discussion focuses on the implications for future investigations.