Textual Scaffolds for Developing Fluency in Beginning Readers: Accuracy and Reading Rate in Qualitatively Leveled and Decodable Text

Abstract

This study examined first graders' accuracy and reading rate in highly decodable and qualitatively leveled texts. The study inspected accuracy and rate by different levels of practice (practiced vs. unpracticed) and at different times of the year (October, January, and May). Seventy-four first graders read both leveled and decodable texts with and without practice and then reread the same texts throughout the year. The accuracy results were inconclusive, favoring decodable texts in one analysis and leveled texts in another analysis. However, participants were significantly more fluent (words per minute) in practiced readings of leveled texts. Across the first-grade year, first graders were also more fluent in leveled texts although differences diminished throughout the year. Specific text features that facilitated fluency in leveled texts are discussed.