Content area
Approximately 5% of elementary-aged students in the United States are affected by neurodivergent cognitive profiles that impact their ability to develop proficiency in reading. The purpose of this quantitative quasi-experimental study was to examine the difference in decoding ability among neurodivergent students who received a musical-phonetic or non-musical phonics intervention. This intervention filled a gap in the literature connecting theory to practice. The theories of cognitivism and alternate framework comprised the theoretical framework. Research questions guided the study’s focus in investigating the decoding ability of participants who received a musical-phonetic intervention. A pre- and post-test quasi-experimental design was used to determine if a statistical significance existed among students receiving a musicalphonetic intervention. The study population was defined as the first 25 students whose parent or guardian responded to the recruitment letter and who were not making progress in attaining decoding proficiency despite being enrolled in an intensive reading intervention during school hours and who met the inclusion criteria for the study. A sample size of 24 was drawn from the study population using purposive sampling, and participants were placed in control or experimental groups using matching as a secondary means of control. Data instruments were research-based and vetted pseudoword assessments. A Wilcoxon Signed Ranks test was used in data analysis. Results indicated significant differences in student accuracy among those participating in musical-phonetic intervention (ES .38 in single-syllable pseudoword decoding and ES .46 in multisyllabic pseudoword decoding); however, further research is necessary with larger sample sizes over longer intervention periods.