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In the past, reading research centered on what were the best methods of teaching reading: whole word methods or phonics methods. The topic of teaching children to read is at the forefront of reading research. There are inconsistent data on what teaching practices foster simple word decoding development.

Little progress has been made in discovering how decoding skills develop in the minds of young children. Unless early decoding skills move beyond mastery to become an automatic subconscious habit, reading is likely to remain poor. įailure to develop basic decoding skills by first grade is predictive of lifelong poor literacy. Poor reading development in elementary school has been linked to later school failure, crime, long lasting poor reading into adulthood, and early mortality. Poor literacy skills contribute to poverty and poor health. Only 13% of adults read at or above proficient reading levels. 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. The National Assessment of Educational Progress revealed that 37% of US fourth graders fail to achieve basic levels of reading.

Letter-Sound Reading, Decoding, Automaticity, Practicing Reading 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. 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. Analysis determined word decoding differences existed between the two groups. 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. 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. Letter-sound knowledge is needed for word decoding development however questions remain on what types of letter-sound knowledge help children decode simple words. Received 19 February 2014 revised 25 April 2014 accepted Ĭhildren’s failure to develop simple word decoding skills in early years is linked to future poor reading, school dropout, and poor health.

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This work is licensed under the Creative Commons Attribution International License (CC BY). Oregon Health & Science University, Portland, Oregon, USAĮmail: © 2014 by author and Scientific Research Publishing Inc.