Effects of reading decodable texts in supplemental first-grade tutoring

At-risk 1st graders were randomly assigned to tutoring in more or less decodable texts, and instruction in the same phonics program. The more decodable group (n = 39) read storybooks that were consistent with the phonics program. The less decodable group (n = 40) read storybooks written without phonetic control. During the first 30 lessons, storybook decodability was 85% versus 11% for the 2 groups. Tutoring occurred 4 days per week for 25 weeks. A control group did not receive tutoring in phonics or story reading. Both tutored groups significantly surpassed the control on an array of decoding, word reading, passage reading, and comprehension measures. However, the more and less decodable text groups did not differ on any posttest. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Authors citation
Jenkins, J. R., Peyton, J. A., Sanders, E. A., & Vadasy, P. F.
Publication
Scientific Studies of Reading
Year of Study
2004
Subject
Literacy
Program Evaluated
Phonics program
Tutor Type
Paraprofessional
Duration
25 weeks
Sample size
60
Grade Level(s)
1st Grade
Student-Tutor Ratio
1
Effect Size
0.65
Study Design
Randomized Controlled Trial
Full citation
Jenkins, J. R., Peyton, J. A., Sanders, E. A., & Vadasy, P. F. (2004). Effects of reading decodable texts in supplemental first-grade tutoring. Scientific Studies of Reading