Implementation of the sound partners reading program

Nancy E. Marchand-Martella, Ronald C. Martella, J. Ron Nelson, Lynn Waterbury, Sharon A. Shelley, Charalambos Cleanthous, David Hatfield

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Eleven first grade and 10 second grade students, all with reading and behavioral difficulties, received one-on-one tutoring using the Sound Partners reading program (Vadasy & Pool, 1997). Students received 30 min of tutoring each day for 5 months. Students were assessed on Letter-Word Identification, Passage Comprehension, and Word Attack subtests of the Woodcock-Johnson-Revised (WJ-R): Tests of Achievement. An informal measure (rapid letter naming) was also used. Results indicated that gains of approximately 1 standard deviation (or greater) were noted for subtests of the WJ-R for first-grade students; second graders showed relatively stable performance from pre- to posttest assessments. Similar performance was noted on the informal measure across grades. Program satisfaction data showed that overall the tutors, teachers, and students were pleased with the program. Discussion focuses on the implications for future investigations.

Original languageEnglish (US)
Pages (from-to)117-130
Number of pages14
JournalJournal of Behavioral Education
Issue number2
StatePublished - 2002


  • First and second graders
  • Phonics
  • Reading instruction
  • Sound partners
  • Tutoring

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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