Utilizing Advanced Decoding and Spelling Lessons to Accelerate Highly Skilled First-Grade Readers

Abstract

This study investigates the impact of advanced explicit phonics and spelling instruction on the oral reading fluency of highly skilled first-grade readers, filling a gap in the literature. While the necessity and enjoyment of phonics instruction for this population are debated, evidence suggests benefits for students with high phonemic awareness and alphabet knowledge. Using a single-case multiple-baseline across-subjects design, six students participated in daily 30-min interventions over an 8-week period. Data-based decision-making was used to group students, identify instructional targets, monitor progress, and determine the need for decoding or spelling review. Results showed gains in oral reading fluency for all students, with greater growth among those with more advanced decoding and spelling skills. Both the instructor and students viewed the intervention favorably. This study offers preliminary evidence that advanced explicit phonics and spelling instruction can be enjoyable and improve student outcomes, with implications for early enrichment and data-based differentiation.