Examining the effectiveness of connected and segmented phonation decoding strategies for first grade students with different reading profiles

Abstract

Beginning readers must develop decoding skills to achieve reading comprehension (Gough & Tunmer, 1986; Moats, 2020). This study examined the effects of two decoding strategies, Connected Phonation Strategy (CPS) and Segmented Phonation Strategy (SPS), on word-reading fluency among nine first-grade students representing three reading profiles: elevated-risk readers with phonological deficits, English learners (ELs), and typical readers. Effects were evaluated using a single-case multiple-baseline design across participants, with three students in each profile group. Results indicated that CPS was associated with consistent improvements in word-reading fluency across participants and reading profiles. Mean words correct per minute (WCPM) increased for every student during CPS, with visual analysis and nonparametric indices supporting a functional relation between the intervention and improved fluency (weighted Tau-U = 0.86–1.00). When SPS was introduced following CPS, students maintained gains and demonstrated additional increases in fluency, with performance levels consistently exceeding both baseline and CPS phases. Reading attitudes were also assessed, and fidelity of implementation and interobserver agreement were calculated using checklists of critical strategy components. Overall, the findings provide evidence supporting the use of explicit decoding strategies to improve early word-reading fluency among beginning readers with diverse reading profiles.