The Effects of Fundations and SIPPS Reading Interventions on Phonemic Awareness of Second Grade Students

Abstract

ABSTRACT The purpose of this study was to determine whether the phonemic awareness skills of a group of second grade students reading below grade level, as measured by a verbal nonsense word assessment, differed significantly between those who participated in the Fundations reading intervention and those who participated in the SIPPS (n = 10) reading intervention. The null hypothesis is that there would be no statistically significant difference in the verbal nonsense word test scores of the students receiving the Fundations reading intervention and the students receiving the SIPPS reading intervention.The measurement tool used was a verbal nonsense word list. The results do not indicate that the Fundations or SIPPS interventions differ in their effectiveness in developing students’ phonemic awareness skills. On the nonsense word post-test, the mean score of the Fundations group (Mean = 17.18, SD = 2.86) did not differ significantly from the mean score of the SIPPS group (Mean = 15.00, SD = 2.40) [t (19) = 1.88, p = .08]. The null hypothesis was not rejected. Implications and recommendations for future research are discussed.