{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T20:25:23Z","timestamp":1790367923283,"version":"4.1.0"},"reference-count":30,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2018,1,17]],"date-time":"2018-01-17T00:00:00Z","timestamp":1516147200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2018,5]]},"abstract":"<jats:p>This paper presents data from a quasi\u2010experimental trial with paired randomisation that emerged during the development of a reading scheme for children in England. This trial was conducted with a group of 12 children, aged 5\u20136, and considered to be falling behind their peers in reading ability and a matched control group. There were two intervention conditions (A: using mixed teaching methods and a high percentage of non\u2010phonically decodable vocabulary; P: using mixed teaching methods and low percentage of non\u2010decodable vocabulary); allocation to these was randomised. Children were assessed at pre\u2010 and post\u2010test on standardised measures of receptive vocabulary, phoneme awareness, word reading, and comprehension. Two class teachers in the same school each selected 6 children, who they considered to be poor readers, to participate (<jats:italic>n<\/jats:italic>\u00a0=\u00a012). A control group (using synthetic phonics only and phonically decodable vocabulary) was selected from the same 2 classes based on pre\u2010test scores for word reading (<jats:italic>n<\/jats:italic>\u00a0=\u00a016). Results from the study show positive benefits for poor readers from using both additional teaching methods (such as analytic phonics, sight word vocabulary, and oral vocabulary extension) in addition to synthetic phonics, and also non\u2010decodable vocabulary in instructional reading text.<\/jats:p>","DOI":"10.1002\/dys.1581","type":"journal-article","created":{"date-parts":[[2018,1,17]],"date-time":"2018-01-17T05:10:03Z","timestamp":1516165803000},"page":"190-196","source":"Crossref","is-referenced-by-count":11,"title":["Synthetic phonics and decodable instructional reading texts: How far do these support poor readers?"],"prefix":"10.1002","volume":"24","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9494-6398","authenticated-orcid":false,"given":"Ruth Maria","family":"Price\u2010Mohr","sequence":"first","affiliation":[{"name":"Institute for Effective Education University of York  Heslington York YO10 5DD UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2173-9897","authenticated-orcid":false,"given":"Colin Bernard","family":"Price","sequence":"additional","affiliation":[{"name":"University of Worcester  Worcester Worcestershire UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2018,1,17]]},"reference":[{"key":"e_1_2_5_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/0265659011414277"},{"issue":"4","key":"e_1_2_5_3_1","first-page":"292","article-title":"First\u2010grade reading gains following enrichment: Phonics plus decodable texts compared to authentic literature read aloud","volume":"53","author":"Beverly B. 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(2000).Report of the national reading panel.Teaching children to read: An evidence\u2010based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00\u20134769). Washington DC: US."},{"key":"e_1_2_5_23_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9817.2007.00363.x"},{"key":"e_1_2_5_24_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0020990"},{"key":"e_1_2_5_25_1","doi-asserted-by":"publisher","DOI":"10.1177\/0004944114555584"},{"key":"e_1_2_5_26_1","doi-asserted-by":"publisher","DOI":"10.3102\/0034654309341374"},{"key":"e_1_2_5_27_1","volume-title":"York assessment of reading for comprehension","author":"Snowling M.","year":"2009"},{"key":"e_1_2_5_28_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2010\/10-0008)"},{"issue":"1","key":"e_1_2_5_29_1","first-page":"100","article-title":"Is systematic synthetic phonics enough? 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