Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

Abstract

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.

Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing

“…Interesting too was the finding that many children from both the intervention group and control group could name letters yet could not decode CVC words unless letter-sound reading was a skill. These results are consistent with earlier research showing children who could letter-sound read were the better CVC word decoders (Wolf 2014). The results are also consistent with a multitude of prior research showing children who received letter name instruction alone did not improve in reading ability (Adams 1990).…”

“…To attain automatic decoding skills, the print-to-sound processing must be practiced (NIFL 2008). This study builds on a previous quantitative descriptive study which showed children who could letter-sound read were the better CVC word decoders when compared to children who had low or no letter-sound reading abilities (Wolf 2014). The next step in reading research was to begin to determine what types of teaching strategies foster letter-sound reading.…”

“…A single letter can be decoded by looking at the letter and orally responding with the basic sound translation (Biemiller 1977–1978). In this study letter - sound reading is also the print-to-sound process of decoding a single letter, looking at a single, lowercase letter form and responding, not with the letter name, but with the basic sound translation (Wolf 2014). …”

“…Past research has shown that children who are better letter-sound readers are the better consonant–vowel–consonant (CVC) word decoders (Wolf 2014). Research has shown the faster letter-sound readers are the faster word decoders (Biemiller 1977–1978).…”

Developing Reading Automaticity and Fluency: Revisiting What Reading Teachers Know, Putting Confirmed Research into Current Practice

“…When children are first learning to read, the speed of oral reading is individualized (Wolf, 1998;2014). Veenendaal et al (2015) note when children are learning to read, the reading is not fluent.…”