Same Spelling, Different Meaning: An EF-Based Homograph Reading Intervention for Struggling Readers.

The objective of this study was to evaluate the impact of a multicomponent homograph processing intervention complemented by Executive Function (EF) skills on the performance of struggling readers. The researchers focused on measuring improvements in literacy, metalinguistic abilities, cognitive/EF skills acquired during the intervention, and additional reading-related outcomes. The study involved 115 Hebrew-speaking third graders who were divided randomly into three groups: the multi-component homograph processing combined with EF skills (MCHP þ EF) group, the MCHP group, and the business-as-usual control (BAU) group. The intervention consisted of 18 sessions organized into six modules, each focusing on a different type of homograph and each containing eight instructional phases. The results demonstrated that the MCHP þ EF group exhibited statistically significant improvements across all measures, surpassing the achievements of both the MCHP and BAU groups. Our results regarding the superiority of the MCHP þ EF group compared to the MCHP and controls were further supported by the contribution of improvement in homo-graphic awareness along with improvement in morphological awareness and cognitive flexibility to reading comprehension improvement. Overall, this study highlights the benefits of teaching reading using homograph-based instruction combined with EF skills as foundational support for struggling readers.