Effects of the explicit instruction with decoding strategies as an early intervention

Kathryn C. Black

Abstract

The researcher hypothesized that the explicit instruction of decoding strategies to struggling first grade students would increase their ability to self-correct and self-monitor during oral reading. The purpose of the study was to teach strategies for reading unfamiliar words; so, the first grade students would become more independent in their reading. Students were introduced to five different decoding strategies during thirty minute lessons. The intervention occurred over four weeks and consisted of twenty lessons. Self-corrections were measured during informal running records as well as observations during lessons. Also, self-corrections were compared formally during pre-and post-testing. The data collected during the research revealed that the struggling first grade students increased their ability to self-correct, increased their reading level, and learned valuable strategies to use independently when reading unfamiliar words. The findings suggest that the intervention was appropriate for struggling first grade students to increase their ability to self-correct during oral reading.