Decodable Readers versus Leveled Texts
Date of Award
Spring 5-27-2023
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Michael Coquyt
Keywords
Fluency, Small group, Decodable Readers, Literacy, Primary Readers, Phonemic Awareness
Abstract
A student’s ability to read fluently is an extremely vital skill, necessary to allow them to succeed both in an academic setting and in everyday life. To guide those developing readers in increasing their independent reading fluency, abilities educators must have the correct instructional methods and tools that are developmentally appropriate to provide meaningful instruction. This quantitative action research project explores the use of decodable readers versus leveled text for students who are still developing the phonemic skills and recognition needed to read fluently. A decodable reader allows a student to explicitly practice one phonemic skill to mastery before adding in another concept. This sequential approach is more suitable for primary aged readers, who are still struggling to read fluently at grade level. Throughout the experiment, one group that consisted of developing readers worked with decodable readers to help increase reading fluency, while the other group of students that are closer to grade level for reading fluency, utilized leveled text. There was an increase in reading fluency for both groups, but the research and data collected clearly shows that the use of decodable readers allowed for a quicker and more substantial increase in words per minute for students.
Recommended Citation
Leitch, Taylor, "Decodable Readers versus Leveled Texts" (2023). Dissertations, Theses, and Projects. 800.
https://red.mnstate.edu/thesis/800