Comparison of Teaching Single or Multiple Orthographic-Phonological Connections for Word Recognition and Spelling: Implications for Instructional Consultation

Multi-level hierarchical linear modeling (HLM) was used to compare growth curves for children (ages 7 years, 0 months to 10 years, 11 months, inclusive) receiving instruction aimed at a single orthographic-phonological connection (phonics and the orthographic and phonological awareness needed for phonics) (n = 6) or receiving instruction aimed at multiple orthographic-phonological connections (phonics, sight words, and word families) (n = 6). HLM, which allows analysis of individuals within groups as well as analysis between groups, was used to evaluate each of the probe measures taken in treatment sessions and each of the measures in the standard battery administered at pretest, midtest, and posttest. Rate of growth on the phonics probes (pseudoword reading) was significantly faster for the group receiving the multiple connections treatment. All children were treatment responders on some, but not all measures. Children varied in their degree of overall treatment responding. School psychologists should recommend a set of multiple strategies for helping children improve word recognition skills within a consultation model in which strategies are implemented, evaluated, and revised, if necessary, on an individual basis.