Syllable Discrimination Training and Reading Assessment in Adult Literacy

Abstract

This study aimed to examine the impact of explicit instruction on distinguishing conditional syllables and its influence on the development of textual reading, word comprehension, copying, dictation, and the generation of new words in two adult literacy participants. The study was structured into two phases. In the initial stage (Stage I), the teaching process focused on distinguishing between dictated and printed syllables through specific phases. These phases included assessments for correctly naming the instructed syllables and rearranging the letters of these syllables (recombined). In the subsequent stage (Stage II), evaluations were conducted to assess textual reading skills, comprehension of words formed by the instructed and recombined syllables, creation of new words using these syllables, and the formulation of sentences with the newly constructed words. The outcomes revealed that instruction in syllable discrimination significantly contributed to the accurate identification of both the instructed and recombined syllables. It also positively impacted textual reading with an understanding of words, along with improving skills in copying, dictation, and the generation of new words. Following reexposure to the phases of syllables discrimination instruction, both participants correctly identified the instructed and recombined syllables. Furthermore, they demonstrated textual reading proficiency in some words, displayed comprehension in the majority of words, and successfully copied all the words.