Document Type

Article

Publication Title

First-Grade Reading Gains Following Enrichment: Phonics Plus Decodable Texts Compared to Authentic Literature Read Aloud

Abstract

Purpose: Phonics instruction with decodable texts reading practice was compared to alternate reading enrichments.

Method: Thirty-two first-graders participated. One group practiced reading decodable texts after phonics instruction. Another group heard authentic literature read aloud, and the third group participated in phonics combined with authentic literature. Additionally an untreated classroom was compared to a treated classroom for a school-based reading measure, DIBELS.

Results: Significant gains on DIBELS were found for the treated classroom compared to an untreated classroom following the semester of the enrichment. All treatment groups showed measurable reading gains, but the effect of the treatment text varied by reading level. Below-average readers demonstrated greater comprehension increases than average readers given phonics plus decodable texts, but average readers had greater improvements following authentic literature read aloud.

Conclusions: Explicit phonics instruction and reading practice with decodable texts can be a prerequisite to successful comprehension for beginning readers; however, as readers advance, they are more likely to benefit from challenging and meaningful literature.

First Page

1

Last Page

15

Publication Date

2009

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