Teaching Decoding Skills to Poor Readers in High School

Abstract

Thirty-three poor readers participated in an experimental test of a method to teach decoding skills. Twenty-one students in the experimental condition were given approximately 18 sessions of individual tutoring in which they practiced associations between letter patterns and pronunciations for pronounceable parts of words. A control group of 12 students remained in their class instead of receiving the tutoring program. Standardized tests of word identification, word attack, and passage comprehension were administered before and after the tutoring program. Analyses of covariance were used to compare performance of experimental and control participants on the reading measures. Students in the experimental group showed greater improvements on all measures than did students in the control condition when the effects of initial scores were statistically controlled.

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