{"title":"The use of decodable texts in the teaching of reading in children without reading disabilities: a meta-analysis","authors":"Dennis Murphy Odo","doi":"10.1111/lit.12368","DOIUrl":null,"url":null,"abstract":"<p>The purpose of this meta-analysis is to synthesise the research evidence on the use of decodable texts in the teaching of word reading and pseudoword decoding to determine their effectiveness in facilitating the development of reading skills in children without reading disabilities. A total of 821 articles were identified in the initial search. The search resulted in 16 articles that met the inclusion criteria and were included in the meta-analyses. The results of the risk of bias assessment revealed that the majority of the studies had a moderate to serious bias. The average standardised mean difference for word reading was small <i>g</i> = 0.20 and moderate <i>g</i> = 0.30 for pseudoword decoding. This finding highlights how using decodable texts can facilitate word reading and decoding to some degree, but they need to be used in combination with other reading instructional materials.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 3","pages":"267-277"},"PeriodicalIF":1.2000,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12368","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Literacy","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/lit.12368","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The purpose of this meta-analysis is to synthesise the research evidence on the use of decodable texts in the teaching of word reading and pseudoword decoding to determine their effectiveness in facilitating the development of reading skills in children without reading disabilities. A total of 821 articles were identified in the initial search. The search resulted in 16 articles that met the inclusion criteria and were included in the meta-analyses. The results of the risk of bias assessment revealed that the majority of the studies had a moderate to serious bias. The average standardised mean difference for word reading was small g = 0.20 and moderate g = 0.30 for pseudoword decoding. This finding highlights how using decodable texts can facilitate word reading and decoding to some degree, but they need to be used in combination with other reading instructional materials.
期刊介绍：
Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy. Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.
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