The Impact of Explicit Phonics Instruction and Decodable Text on Fluency with Third-Grade Students

Abstract

This study was designed to determine how phonics instruction combined with the use of decodable text can impact fluency development with struggling third graders. Four third grade participants met daily for 20 minutes over the course of six weeks. Each session consisted of a mini-lesson on a specific phonics concept that was then reinforced with a decodable text. There were also weekly fluency lessons to assist further with fluency development. The results show a relationship between the explicit phonics instruction and an increase in their words correct per minute when monitored with grade level fluency passages. All participants made gains in regards to their words correct per minute at a higher rate than expected when compared to grade level norms and growth over a comparable timeframe. There was also a positive relationship in regards to student engagement and motivation to read. In conclusion, the results in this study show support for the use of explicit phonics instruction in combination with the use of appropriate decodable texts to help fluency development with struggling third grade students.