Effects of Reading Decodable Texts in Supplemental First-Grade Tutoring

Abstract 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.