Their meta-analysis of 16 review articles found decodable
texts moderately enhance decoding skills and slightly improve word
reading abilities
BUSAN,
South Korea, June 27,
2024 /PRNewswire/ -- Reading is a key skill for
success in school and life, shaping education, employment, and
social interaction. However, for young children, taking the first
step towards reading can feel like an uphill task. They might
recognize individual letters, but struggle to put them together
into sentences. Moreover, reading requires the brain to juggle many
tasks at once, like recognizing letters, connecting them to sounds,
and understanding what they mean.
The English language poses unique additional challenges, as
spellings are not always straightforward. The same combination of
letters can produce different sounds (like "ough" in "though" and
"bough"), and some sounds have multiple spellings ("see" and
"sea"). This is where decodable texts come in. Decodable texts
address this by teaching children specific letter-sound
connections. These texts break words into familiar sounds, making
it easier for beginners to ready by blending them together.
However, critics believe that decodable texts do not offer
enough exposure to authentic reading material, potentially leading
to a narrow focus on decoding rather than comprehension. To explore
this issue, Professor Dennis Murphy
Odo from Pusan National
University conducted a meta-analysis to gather evidence on
their effectiveness in facilitating reading. In his new study
published in the journal Literacy on 3 May 2024, Prof. Odo analyzed how decodable
texts impact early reading skills.
The meta-analysis revealed that the average standardized mean
difference (measured as Hedge's g: a measure of effect size)
for word reading was small (g=0.20), while it was moderate
for pseudoword decoding (g=0.30). This highlights how
decodable texts can facilitate word reading and decoding to some
degree, but they need to be used in combination with other reading
instructional materials.
"The small to moderate effect sized indicates that decodable
texts can have a meaningful impact on reading skills, especially in
decoding difficult words, which is crucial for phonemic awareness
and later reading success," says Professor Odo, while
discussing the results.
Decodable texts can be a valuable asset in teachers' toolkit.
Elaborating further, Prof. Odo adds, "Decodable texts provide a
structured and predictable way to introduce and practice reading
skills systematically." They can also make learning to read
more engaging for young students, fostering their confidence as
they develop their reading abilities.
Schools can incorporate decodable texts into their reading
programs, providing young learners with access to effective
instruction and a variety of resources to support their reading
development. "However, research also indicates that decodable
texts alone may not be sufficient to ensure overall reading
success. Other factors, such as a child's background and the
variety of teaching methods used, can also significantly impact
reading development," Prof Odo adds.
This study thus highlights the importance of a balanced approach
to reading instruction. It also underscores the need for further
studies to explore how decodable texts can be most effectively
integrated into reading instruction.
In summary, these findings have important implications for
reading programs and educational policies. "Policymakers should
take a broad approach to reading instruction, using different
strategies and focusing on the overall development of the
child," suggests Prof. Odo. "It's also crucial to invest in
teacher training to ensure they can effectively use decodable texts
and other helpful materials."
Reference:
Title of original paper: The use of
decodable texts in the teaching of reading in children without
reading disabilities: a meta-analysis
Journal: Literacy
DOI: https://doi.org/10.1111/lit.12368
About the institute
Website:
https://www.pusan.ac.kr/eng/Main.do
Contact:
Jae-Eun Lee
82 51 510 7928
379699@email4pr.com
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SOURCE Pusan National University