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Decoding words: The facilitative effects of saying sounds in a word: Without pausing

Weisberg, P.
Abstract:
This study examined the effect of Reading Mastery (RM) on the decoding skills of nine preschoolers, specifically the effect of pausing while decoding words. A pausing group (N=4) and a non-pausing group (N=5) were formed. For students in the pausing group, the teacher would pause for one second between each sound of a word. Student performance was individually evaluated each week for 12 weeks. Prior to implementation, none of the students could read, spell, or do simple arithmetic computation. Results indicate that students in the non-pausing group developed decoding skills faster than students in the pausing group. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1990
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading; decoding; pausing; segmenting; blending
Source:
DI News
Volume:
9
Number:
2
Pages:
19-23
Design type:
Posttest only control group design
Fidelity monitored:
No
Students included:
Preschool students, at-risk students, low-SES students
Location/Setting:
Preschool

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