The Effect of phonological decoding on reading ability

Master of EducationThis thesis examines the effect of phonological decoding on reading ability. The major tenet of the study is that phonological decoding skill continues to influence prose reading ability for older skilled and less skilled readers. Data were collected from skilled and less skilled readers in Grades 3, 4, and 5 at three Catholic primary schools in Victoria. Patterns of decoding success were explored for skilled and less skilled readers at each grade level on words that varied in word length, number of sounds, type of orthographic-phonemic mapping, and number of syllables. The influence of orthographic and phonological properties of words on phonological decoding success was examined. Additionally, the relationship between phonological decoding success and prose reading was explored. Patterns of decoding performance indicate that skilled and less skilled readers differ in decoding ability and that aspects of orthographic and phonological structure influence decoding success. Grade level is not implicated. Skilled readers are good decoders and generally proficient readers by Grade 3, although decoding success is influenced by word length. Less skilled readers demonstrate weak decoding skills, which is associated with prose reading ability. The level of decoding success for this reading ability cohort indicates that orthographic-phonemic relationships are not well established and that word length influences decoding success. The outcome of this study provides support for monitoring phonological decoding skill in the older grade levels of primary school. It is suggested that instruction in the more complex orthographic-phonemic mappings should be included in middle and upper primary school reading programs, commensurate with the written vocabulary typically found in texts at these grade levels. Additionally, it is suggested that ongoing, explicit instruction in phonological decoding is necessary for less skilled older readers. These results have numerous implications for curriculum development and teaching practice, as well as for literacy policy development