Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2003
Thesis Director
Christine McCormick
Abstract
This study examined the effect of a reading intervention using practice with decodable text on the reading fluency skills of four struggling first grade students. Participants received guided practice reading short decodable books twice a week for seven weeks. Pre and post-test standardized word reading scores were obtained using the Test of Word Reading Efficiency (TOWRE). Word reading fluency was assessed after each session by a list of words from the decodable texts. Results showed a marked improvement in each participant's fluency score, with all four participants at least doubling their baseline fluency as measured by words read accurately per minute. Although the TOWRE pre and post-test scores were similar, the participants successfully identified and read the words using the phonic skills practiced during the intervention. Other positive influences on the participants included increased confidence in reading abilities, goal making, and increased enthusiasm. This study adds support to the existing information on the effectiveness of practice with decodable text as one part of phonics instruction.
Recommended Citation
Forsythe, Nicole, "The Effects of Practice with Decodable Texts on the Reading Fluency of Low-Achieving First Grade Children" (2003). Masters Theses. 1378.
https://thekeep.eiu.edu/theses/1378
