Variable: Reading Ability in terms of C-V-C words
Tittle of the book: Differences in Mean Number of Consonant-Vowel-Consonant Words
Decoded between Letter-Sound Readers and Non Letter-Sound Readers
Author: Gail M. Wolf
Date of publication: May 2014
Publisher: Open Journal of Nursing, Vol.4 No.6, 2014
Children’s failure to develop simple word decoding skills in early years is linked to future
poor reading, school dropout, and poor health [1] [2]. Letter-sound knowledge is needed for
word decoding development; however questions remain on what types of letter-sound knowledge
help children decode simple words [3]. Children aged 4 to 6 in both groups, attempted to decode
a variety of simple words such as tan, sit, hen, pig, dot, and fun. Analysis determined word
decoding differences existed between the two groups. The alternate hypothesis was accepted; the
letter-sound reading group had a significantly higher mean in number of consonant-vowel-
consonant words decoded compared to the non letter-sound reading group. The study informs the
teaching approaches needed to improve early decoding skills showing letter-sound reading
ability is an important step for learning to decode simple consonant-vowel-consonant words.
Failure of children to acquire basic word decoding skills at an early age is associated with
future reading difficulties, school dropout, and poor health [Link] word decoding
requires knowledge of letters and sounds. However, questions remain about what kind of letter-
sound knowledge helps children decode simple words. Her 4-year-old to her 6-year-old children
in both groups deciphered a variety of simple words such as "tan," "sit," "chicken," "pig," "dot,"
and "fun." I tried. Analysis revealed differences in word decoding between the two groups. The
alternative hypothesis was accepted. The text-sound reading group had a significantly higher
mean number of consonant-vowel-consonant words decoded than the non-text-sound reading
group. This study provides a necessary educational approach to improve early decoding skills
and shows that the ability to read letters and sounds is an important step in learning to decode
simple consonant-vowel-consonant words. is showing.
Variable: Reading Ability in terms of C-V-C words
Title of the book: Using CVC (Consonant Vowel Consonant) With Picture Media In Teaching
Vocabulary For The Young Learner.
Authors: Wirda Ningsih, Yundri Akhyar, Yenda Puspita
Date of publication: July 2023
Publisher: State University of Malang (UM)
Consonant Vowel Consonants (CVC) are essential for constructing with the vowel and
consonant blend of the letters. By creating new terms, students can improve their reading,
writing, spelling, and speech abilities for future academic performance. The most joyful moment
is when students begin to use short phrases, which gives instructors more motivation to help their
students pick up new terms as they go. Because of the significance of CVC words, they can
continue in their future life phases and construct new, brief phrases. Since words and consonants
can be combined easily, this construction approach works well. Reading, writing, and
communication are crucial for students' ongoing learning and socialization. Before starting
school, children should practice brief, three-letter sentences to make language development
simpler. The early phases of learning emphasize the value of CVC words by polishing general
learning (Omar & Azid, 2020). Young learners now have a simpler time learning thanks to
CVC's accessibility and simplicity. Learning three-letter phrases while on the go is simple. It
eliminates the need to work on tedious papers and CVC tables.
Consonant-vowel-consonant (CVC) is essential to the construction of letters by mixing
vowels and consonants. By creating new vocabulary, students can improve their reading, writing,
spelling, and speaking skills for future academic success. The most fun moment is when students
start using short sentences. This makes teachers more motivated to help students learn new
terms. Thanks to the meaning of the word CVC, they can go ahead and form new short phrases
in future stages of life. This construction approach works well because words and consonants can
be easily combined. Reading, writing, and communication are essential to students' continued
learning and socialization. To promote language development, children should practice short,
three-letter sentences before starting school. In the early stages of learning, refining general
learning emphasizes the value of her CVC vocabulary. Young learners find learning easier due to
the accessibility and simplicity of CVC. It's easy for her to learn three-letter phrases, even on the
go. This eliminates the need to work with tedious paperwork and CVC spreadsheets.
Variable: Reading Ability in terms of C-V-C words
Title of the book: Development of Reading Activities on Word Recognition Skills in CVC
Word Pattern among Grade 1 Pupils at Florencia A. Masilungan MES
Author: Michelle Mojares
Date of Publication: January 18, 2019
Publisher: Vol. 3 No. 2B (2019): Ascendens Asia Journal of Multidisciplinary Research
Abstracts
Pupils demonstrated frustration level on word recognition skills in CVC word patterns. A
minimal number of them have skills in decoding or sounding out of words. Several miscues were
encountered during their reading assessment test. Some of these are mispronunciation, which
gained the highest percentage, substitution, refusal to pronounce, omission, repetition, reversal,
and insertion. Pupils encountered difficulties in letter-sound relationships neglected them to read
and recognize CVC words. Therefore, common miscues were committed most particularly
mispronunciation and refusal to read. Proposed reading activities can be a great help for the
enhancement and enrichment of grade one readers.
Students were dissatisfied with their word recognition skills on CVC word patterns. A
minimal number of them have the ability to decipher or pronounce words. Some errors occurred
during the reading tests. Some of them are mispronunciations, substitutions, refusals to
pronounce, omissions, repetitions, inversions, and insertions that reached the highest rates. The
student had difficulty with letter-sound relationships and failed to read and recognize CVC
words. As a result, mistakes, especially mispronunciations and refusals to read, were frequent.
The suggested reading activities are a great help for the development and enrichment of first
graders.
