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

Gail M Wolf

doi:10.4236/ojn.2014.46047

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 consonant-vowel-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.

Highlights

Failure to develop basic decoding skills by first grade is predictive of lifelong poor literacy [3]
The research question was, is there a significant difference in mean number of consonant-vowel-consonant (CVC) words decoded between letter-sound reading children when compared to non letter-sound-reading children? The null hypothesis (H10) and alternative hypothesis (H1A) were: H10: There will be no significant difference in mean number of CVC words decoded between letter-sound readers and non letter-sound readers
The research question was, is there a significant difference in mean number of consonant-vowel-consonant (CVC) words decoded between letter-sound reading children when compared to non letter-sound-reading children? When controlling for gender and age, the 3-way analysis of variance (ANOVA) showed there was a highly significant difference in mean number of CVC words decoded between letter-sound readers and non letter-sound readers

Summary

Introduction

Over 20% of adults in the US read below a basic literacy level possessing only simple literacy skills such as signing and reading their name [4]. No Rather it was poor readers who relied on whole word recognition, context, prediction, and guessing in order to read [1]. The decades of research proved that skillful readers visualize every single letter in every word instantly clump the letters into the proper spelling-to-sound translation [1]. Another key finding from Adams’s [1] book was that weakness in basic decoding skills was a root cause of lasting reading difficulties. The publication of Adams’s seminal book sparked new shifts in reading research: how to help children learn to decode simple words so decoding can be practiced and become automatic [8]

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