Children's failure to develop simple word decoding skills in early years is linked to future poor reading, school dropout, and poor health [1] [2]. Letter-sound knowledge is needed for word decoding development; however questions remain on what types of letter-sound knowledge help children decode simple words [3]. This study investigated the differences in mean number of consonant-vowel-consonant (CVC) words decoded between two groups of children, a letter-sound reading group and non letter-sound reading group. Children aged 4 to 6 in both groups, attempted to decode a variety of simple words such as tan, sit, hen, pig, dot, and fun. Analysis determined word decoding differences existed between the two groups. The alternate hypothesis was accepted; the letter-sound reading group had a significantly higher mean in number of consonantvowel-consonant words decoded compared to the non letter-sound reading group. The study informs the teaching approaches needed to improve early decoding skills showing letter-sound reading ability is an important step for learning to decode simple consonant-vowel-consonant words.
This intervention study investigated the growth of letter sound reading and growth of consonant–vowel–consonant (CVC) word decoding abilities for a representative sample of 41 US children in preschool settings. Specifically, the study evaluated the effectiveness of a 3-step letter-sound teaching intervention in teaching pre-school children to decode, or read, single letters. The study compared a control group, which received the preschool’s standard letter-sound instruction, to an intervention group which received a 3-step letter-sound instruction intervention. The children’s growth in letter-sound reading and CVC word decoding abilities were assessed at baseline and 2, 4, 6 and 8 weeks. When compared to the control group, the growth of letter-sound reading ability was slightly higher for the intervention group. The rate of increase in letter-sound reading was significantly faster for the intervention group. In both groups, too few children learned to decode any CVC words to allow for analysis. Results of this study support the use of the intervention strategy in preschools for teaching children print-to-sound processing.
This article revisits research on reading automaticity and fluency with the goal of helping beginning reading teachers put confirmed research findings into current classroom practice. The article examines the concepts of automaticity and fluency, how both impact the development of skillful reading. The article reviews research on: a) reading strategies children use, and b) repeat reading teaching strategies to develop fluency. Case scenarios illustrate key findings. Based on the research and case scenarios, four conclusions are drawn: 1) The terms automaticity and fluency are often interchanged; the concepts are not the same; 2) Understanding the differences between automaticity and fluency can impact repeat reading teaching strategies; 3) There is an assumption that rapid word recognition is the same cognitive process as automatic word decoding; and 4) There are two pathways to fluent reading, rapid word recognition, and automatic decoding ability. The article presents a theoretical model which aligns with childhood learning theories, offering teachers a variation in repeat reading teaching strategies. Rather than repeating reading the same text, opportunities to read slightly different, decodable text improves decoding, builds fluency, and thus strengthens children's reading comprehension of complex text.
Learning theories are important as beginning reading teachers strive to meet the diverse needs of many kinds of learners. This article explores the learning principles of three theoretical experts (a) Jean Piaget, (b) Lev Vygotsky, and (c) Maria Montessori. The paper demonstrates the application of these experts’ theories related to constructivism and pragmatism educational philosophies, and the process of teaching young children to read. It is concluded, decades of relevant learning theory and beginning reading research exist. It is now time for application of theory and research, bridging what we know into our classroom practice.
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