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Effects of Symbol Imagery Instruction ¹

Abstract

In 1998-1999, Earnest Hemingway Elementary School (Sun Valley, ID) and Lindamood-Bell Learning Processes (San Luis Obispo, CA) collaborated on a pilot research study to examine the effects of an orthographically based instructional program (Symbol Imagery) on measures of decoding and encoding. The study involved two second grade classrooms that were randomly assigned to experimental and no-intervention comparison conditions.

Study Findings

In this study, 18 students were in the no-intervention comparison classroom and 18 students were in the experimental classroom. There were approximately the same number of males and females within each of the classrooms, and the average age of the students was the same. The only difference between the two classrooms was the experimental classroom received an average of 56 hours of small group Symbol Imagery instruction over the course of most of the school year and the no-intervention comparison classroom received normal language arts curriculum only.

In the fall, students from both classrooms were administered a battery of nationally normed assessments, and the average performance on each of the assessments was the same between the no-intervention comparison and experimental classrooms.

In the spring, students were reassessed, and the experimental classroom outperformed the no-intervention comparison classroom on word recognition, spelling, and word attack, as illustrated below.

These results are of particular importance, because they illustrate that small group Symbol Imagery instruction has substantial effects on decoding and encoding for elementary school students.

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