Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers推荐.pdf

Open Journal of Nursing, 2014, 4, 409-450 Published Online May 2014 in SciRes. /journal/ojn /10.4236/ojn.2014.46047 Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers Gail M. Wolf Oregon Health Science University, Portland, Oregon, USA Email: wolfg@ Received 19 February 2014; revised 25 April 2014; accepted 16 May 2014 Copyright © 2014 by author and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). /licenses/by/4.0/ 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 de- coding 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 con- sonant-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 ac- cepted; 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 in- forms the teaching approaches needed to improve early decoding skills showing letter-sound readin