Article citationsMore>>

Fletcher, J.M., Stuebing, K.K., Barth, A.E., Denton, C.A., Cirino, P.T., Francis, D.J. and Vaughn, S. (2011) Cognitive Correlates of Inadequate Response to Reading Intervention. School Psychology Review, 40, 3-22.

has been cited by the following article:

• TITLE: Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

  AUTHORS: Gail M. Wolf

  KEYWORDS: Letter-Sound Reading, Decoding, Automaticity, Practicing Reading

  JOURNAL NAME: Open Journal of Nursing, Vol.4 No.6, May 26, 2014

  ABSTRACT: Children’s failure to develop simple word decoding skills in early years is linked to future poor reading, school dropout, and poor health [1] [2]. Letter-sound knowledge is needed for word decoding development; however questions remain on what types of letter-sound knowledge help children decode simple words [3]. This study investigated the differences in mean number of consonant-vowel-consonant (CVC) words decoded between two groups of children, a letter-sound reading group and non letter-sound reading group. Children aged 4 to 6 in both groups, attempted to decode a variety of simple words such as tan, sit, hen, pig, dot, and fun. Analysis determined word decoding differences existed between the two groups. The alternate hypothesis was accepted; the letter-sound reading group had a significantly higher mean in number of consonant-vowel-consonant words decoded compared to the non letter-sound reading group. The study informs the teaching approaches needed to improve early decoding skills showing letter-sound reading ability is an important step for learning to decode simple consonant-vowel-consonant words.