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Oral blending in young children: Effects of sound pauses, initial sound, and word familiarity

Weisberg, P.; Andraccio, B. J.; Savard, C.
This article reports on two studies that examined the effect of pausing or not pausing when decoding words. The first study examined the effect of pausing for one or three seconds between the sounds of words or not pausing on the blending accuracy of kindergarten and first grade students. Students were also tested on their ability to blend familiar and nonsense words. The second study followed the same format as the first, but was conducted with preschool students. Students in the first study were instructed with a basal reading program while students in the second study received instruction with Reading Mastery. Results from the first study indicate that first grade students outperformed kindergarten students with familiar and nonsense words. Students in the non-pausing groups demonstrated greater blending skills than students in either of the pausing groups. Pausing was more deleterious on the blending accuracy of kindergarten students than first grade students. Results from the second study indicate that students in the non-pausing group had a higher rate of blending accuracy than students in either the one second or three second pausing groups. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; pausing; oral blending; decoding
DI News
Design type:
Posttest only control group design
Fidelity monitored:
Students included:
Preschool students, kindergarten students, elementary students, low-SES students
Other tags:
Reading Mastery, pausing, oral blending, decoding
Previously published in 1989 in the Journal of Educational Research, 82, 139-145.

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