The purpose this study was to explore the effectiveness of word boxes phonics instruction on beginning first-grade children's word identification and spelling performance. Forty-eight children were randomly selected to participate in either the word boxes instruction condition or a more traditional phonics condition. All children were administered a word identification and spelling pretest. At the completion of experimental conditions, children were administered word identification and spelling posttest and transfer measures.
Joseph, L. M. (2000). Using Word Boxes as a Large Group Phonics Approach in a First Grade Classroom. Reading Horizons: A Journal of Literacy and Language Arts, 41 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol41/iss2/4