Bridging the Divide: Word-Solving Actions in a Phonics-Focused Classroom

• In Event: Foundational Reading Skills in Early Literacy

Abstract

Research has demonstrated children’s word-solving actions, but not in a phonics-focused instructional context. This study examined the word-solving actions of six first-graders in a Midwestern classroom that emphasized letter/sound decoding. Results found word-solving actions similar to those in studies with different instructional contexts (Author, 2023). Actions also changed in ways that align with overlapping wave theory (Siegler, 1996). This study has implications for future research, models of the reading process, and reading development.

Authors

• Maxiel Abreu- Leon, University of Indianapolis

• Tracy Johnson, University of Indianapolis