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

Abstract

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.

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

“…Automatic decoding skills are needed for fluent reading, and in turn reading comprehension (Kuhn et al, 2010;Wolf, 2016). A theoretical model postulates that depending on the type of text, children are asked to read, children will either practice rapid word recognition strategies, or children will practice word decoding strategies.…”

“…Children can rapidly recognize words using many types of strategies. Rapid word recognition often has nothing to do with the ability to decode words or decode spelling patterns (Juel & Roper/Schneider, 1985;Wolf, 2016). Some reading materials offered to beginning readers facilitate, not decoding, but rapid word recognition strategies.…”

“…Beginning reading materials should help young readers practice the same actions of the skillful reader (Wolf, 2016 …”

“…When children are learning to read, the teacher must give children the necessary materials so children can use the mental process of decoding to construct words (Bracken & Crawford, 2010;Montessori, 1965Montessori, , 1965. In the case of beginning reading instruction, the necessary materials are decodable text (Greaney & Arrow, 2012;Wolf, 1998Wolf, , 2016.…”

“…To facilitate learning to read, teachers should learn how to scaffold reading materials (Cohen, & Brady, 2011;Wolf, 1998Wolf, , 2016. In the case of beginning reading instruction, the scaffolded materials are slightly different, decodable text.…”