Decoding Intervention as a Strategy for Improving Literacy Development

E.B. Maynard

Abstract

Decoding ability is a foundational skill necessary for the development of successful reading and writing skills. The purpose of this study is to determine if explicit instruction in decoding skills and sight word vocabulary will improve a student's general literacy abilities, including writing and reading comprehension skills. The intervention consists of fifteen ninety-minute sessions which follow a consistent format. Each session begins with sixty-minutes of word work and explicit decoding and sight word instruction. The last 30 minutes of each session is small group based and focuses on helping the student to apply decoding skills to contextual reading and writing. Pre- and posttest measures will be analyzed to determine the effectiveness of the intervention. The results support the use of explicit instruction in decoding and sight word building to improve a student's general literacy abilities including writing and reading comprehension.