Relationship between decoding and writing with early readers: An action research study

This action research study was conducted in a small group setting with first grade students for seven weeks. The researcher conducted this study to better understand their practice and how students reacted to instruction during their learning with systematic decoding interventions. Qualitative data collection methods were used including surveys, observation, video recording practice, and collecting student writing samples to determine a possible connection between digraph instruction and a transfer of knowledge in the form of writing. My research questions were: What is the relationship between decoding interventions and early writing skills with first grade students? and How do specific decoding interventions transfer to writing in a seven-week period? The results from my research questions explain areas of growth in oral reading fluency, weekly writing samples, and the process of systematic interventions. Related topics for future study such as ways to evaluate writing assessments, multisensory instruction, and the involvement of policy makers are included