Decoding and Fluency: Foundation Skills for Struggling Older Readers

TLDR

Many secondary students read at a 2.5–5.0 grade level, largely due to difficulties decoding multisyllabic words and reading fluently. The study seeks to identify effective decoding strategies and sufficient practice to improve reading rates for these struggling older readers. The authors recommend incorporating oral guided reading, choral reading, partner reading, and repeated reading activities as instructional practice. Teachers are more likely to achieve significant reading gains when they use research‑validated programs that include a well‑designed sequence, systematic instruction, and ample practice.

Abstract

A large number of secondary students read between the 2.5 and the 5.0 grade level. What separates many of these students from their higher performing peers is their inability to read multisyllabic words and to read fluently. These students need instruction in decoding long words using one of three approaches: reading segmented words part by part, decoding different syllable types, or using a flexible strategy for reading long words. These students also need sufficient reading practice to increase their reading rates. This practice might include oral guided reading, choral reading, partner reading, and/or repeated reading activities. The authors suggest that significant gains in reading are more likely to occur when teachers implement research-validated programs that have a well-designed sequence, provide systematic instruction to students, and furnish adequate practice.