ERIC Number: EJ724709
Record Type: Journal
Publication Date: 2005
Reference Count: 0
Text Decodability and the First-Grade Reader
Mesmer, Heidi Anne E.
Reading & Writing Quarterly, v21 n1 p61-86 Jan-Mar 2005
This study investigated the effects of highly decodable text and coordinated phonics instruction on first graders' word recognition strategies. The quantitative study sought to examine the validity of a major claim about highly decodable text--that it enables readers to apply phonics instruction to a greater extent than less decodable text. All participants received the same fourteen-day phonics instruction. However, participants read either highly decodable or less decodable text following the instruction. Treatment participants reading highly decodable text were found to apply letter/sound knowledge to a greater extent than control participants. They also were more accurate and relied on examiners less for assistance. Treatment and control participants did not differ in self-correction rates. As a replication of an earlier study, this work suggested that readers with knowledge of the alphabetic principle, given the same phonics instruction, will apply it more in a highly decodable context.
Descriptors: Grade 1, Examiners, Word Recognition, Phonics, Reading Instruction, Decoding (Reading), Phoneme Grapheme Correspondence, Error Correction
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 1
Authoring Institution: N/A