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Saxon Phonics and Spelling: Randomized Control Trial (RCT), Grades 1 and 2

At a glance

  • Strong Evidence
  • Subject: Literacy Curriculum
  • Report Type: Efficacy Study, Study Conducted by Third Party
  • Grade Level: Elementary
  • Region: Midwest, Southeast, Southwest, West
  • Population: English Learners, Students with Disabilities
  • District Urbanicity: Urban, Suburban, Rural
  • Participants: N=682
  • Outcome Measure: Dolch® Words, Ganske Spelling Test, Iowa Tests of Basic Skills® (ITBS®), Morris & Perney Spelling Test
  • Evaluation Period: 2006–2007
  • Study Conducted by: Planning, Research, & Evaluation Services (PRES Associates, Inc)

Abstract

PRES Associates, Inc. conducted a Randomized Control Trial (RCT) to determine the impact of Saxon Phonics and Spelling. The final sample consisted of 682 Grade 1 and 2 students from 25 classrooms in six geographically dispersed schools. Students using the Saxon Phonics and Spelling program significantly improved over the course of the school year in the areas of spelling, phonics, and reading words, including high-frequency and sight words. Gains were also observed on developmental spelling stages. There were notable differences in Saxon Phonics and Spelling students and control students’ performance. Students using the Saxon Phonics and Spelling program showed more improvement than control students on the ITBS Word Analysis, Spelling, and Reading Words tests. Saxon Phonics and Spelling teachers’ showed improved levels of preparation and knowledge to teach the five elements of reading, spelling and writing, and their engagement in effective literacy practices from fall to spring.