EFFECTS OF RIME-BASED ORTHOGRAPHIC ANALOGY TRAINING ON THE WORD RECOGNITION SKILLS OF CHILDREN WITH READING-DISABILITY

The aim of this study was to determine whether metacognitive strategy training in the use of rime spelling units would be an effective inter vention strategy for children with reading disability. Thirty-six disa bled readers were randomly assigned to 1 of 2 training groups, a rime analogy training group or an item-specific training group. Posttreatme nt measures were taken at the completion of the training, and 1-year f ollow-up data were obtained from the 2 training groups and a sample of 20 normally developing readers. Systematic strategy training in the u se of rime spelling units produced generalized achievement gains and t ransfer to uninstructed materials and was more effective than training that focused on item-specific learning and sentence-level strategies. The superior posttreatment performance of the rime analogy group over the item-specific group was maintained.