Examining Differences in Word-Solving Actions when Reading Decodable and Leveled Text (Stage 2, 4:08 PM)

• In Event: e-Lightning Ed-Talk Session 5 - Stage 2

Abstract

Recent research has demonstrated the nature of word-solving development over time and the potential for that development to play a role in the reading progress of early readers (Authors, 2021; 2023). The possible impact of text type on those actions has not yet been empirically studied. This exploratory study compared the word-solving actions of six first-grade students when reading decodable and leveled text. Paired samples t-test and graphs of word-solving actions used across sessions provided insight into similarities and differences of each action. Findings indicate an overall similarity in the change in word-solving actions, but significant differences in the use of actions based on text type. The results have important implications for future research, as well as policy and practice.

Authors

• Tracy Johnson, University of Indianapolis

• Maxiel Abreu-Leon, University of Indianapolis