This intervention study investigated the growth
of letter sound reading and growth of consonant–vowel–
consonant (CVC) word decoding abilities for a represen￾tative sample of 41 US children in preschool settings.
Specifically, the study evaluated the effectiveness of a
3-step letter-sound teaching intervention in teaching pre￾school children to decode, or read, single letters. The study
compared a control group, which received the preschool’s
standard letter-sound instruction, to an intervention group
which received a 3-step letter-sound instruction interven￾tion. The children’s growth in letter-sound reading and
CVC word decoding abilities were assessed at baseline and
2, 4, 6 and 8 weeks. When compared to the control group,
the growth of letter-sound reading ability was slightly
higher for the intervention group. The rate of increase in
letter-sound reading was significantly faster for the inter￾vention group. In both groups, too few children learned to
decode any CVC words to allow for analysis. Results of
this study support the use of the intervention strategy in
preschools for teaching children print-to-sound processing.

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Perpustakaan FITK Pusat

Tersedia

• Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing

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