Effects of phoneme-grapheme mapping and personal writing by sound on the reading achievement of a secondary student with a phonological memory reading disability

Sandra L. Truntz

Abstract

This project attempted to determine the effects of phoneme-grapheme mapping and personal spelling by sound on reading and writing achievement of a Secondary student at the Cardinal Stritch University Literacy Center. He has a phonological memory reading disability (11 SS,3 percentile), according to the Comprehensive Test of Phonological Processing. This means he is unable to code phonological information (sound structures in language) into short term memory, thus limiting his ability to decode new words. (Wagner, Torgeson, Rashotte, 1999). Intervention emphasized two strategies specifically addressing phonological memory capacity: a). Phoneme-Grapheme Mapping (Grace, 2005): links speech sounds to alphabetic symbols through isolation, manipulation, segmentation, and blending, b). Anderson Spelling by Sound (Anderson personal correspondence): phonetically regular words are repeated slowly, sound by sound, and written using sound-symbol correspondence.