Effectiveness of the systematic use of sound boxes within a balanced literacy intervention to help a struggling reader develop phonemic awareness

Lori Muench

Abstract

This study examined the effectiveness of the systematic use of sound boxes within a balanced literacy intervention to help a struggling reader develop phonemic awareness. For four weeks this student met with the same researcher three times per week for 90 minutes each session after school. Each session began with a rereading of a familiar text, followed by systematic instruction through the use of sound boxes, a making words activity, the guided reading of a new text and interactive writing. Following a pre-test and post-test design, the effects of the use of sound boxes within a balanced literacy intervention was assessed. Although the study duration was short, the intervention showed sizeable effects on the student's phonological awareness development. These results support existing research although further research is needed to confirm these results.