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EJ979471 - The Influence of Decodability in Early Reading Text on Reading Achievement: A Review of the Evidence

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ERIC #:	EJ979471
Title:	The Influence of Decodability in Early Reading Text on Reading Achievement: A Review of the Evidence
Authors:	Cheatham, Jennifer P.; Allor, Jill H.
Descriptors:	Decoding (Reading); Readability; Beginning Reading; Reading Achievement; Accuracy; Reading Research; Research Design
Source:	Reading and Writing: An Interdisciplinary Journal, v25 n9 p2223-2246 Oct 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2012-10-00
Pages:	24
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	The purpose of this review is to synthesize the existing research on decodability as a text characteristic examining how reading decodable text impacts students' reading performance and growth. The results are organized into two sections based on the research designs of the studies: (1) studies that described student performance when reading texts of varying decodability levels, and (2) studies that compared the reading performance of students after participation in a treatment that manipulated decodable text as an independent variable. Collectively the results indicate that decodability is a critical characteristic of early reading text as it increases the likelihood that students will use a decoding strategy and results in immediate benefits, particularly with regard to accuracy. The studies point to the need for multiple-criteria text with decodability being one key characteristic in ensuring that students develop the alphabetic principle that is necessary for successful reading, rather than text developed based on the single criterion of decodability.
Abstractor:	As Provided
Reference Count:	33

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Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0922-4777
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1007/s11145-011-9355-2

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