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Enhancing Preschoolers’ Reading Fluency through Shared Reading with Decodable Texts: A Quasi-Experimental Study

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  • Nurul Salwana Mohd Multazam Khair

    (Faculty of Education, Languages Psychology and Music, SEGi University, Kota Damansara)

  • Shameem Rafik-Galea

    (Faculty of Education, Languages Psychology and Music, SEGi University, Kota Damansara)

  • Farhana Yasin

    (Faculty of Education, Languages Psychology and Music, SEGi University, Kota Damansara)

  • Mariani Md Noor

    (Faculty of Education, Languages Psychology and Music, SEGi University, Kota Damansara)

  • Puspalathaa Armum

    (Faculty of Education, Languages Psychology and Music, SEGi University, Kota Damansara)

Abstract

Early literacy development is a critical determinant of children’s long-term academic success and social development. While substantial efforts have been made to promote early literacy, effective instructional strategies that enhance preschoolers’ reading fluency remain an area of exploration. This study investigates the impact of shared reading with decodable texts on key early literacy skills, including phonemic awareness, decoding proficiency, and oral reading fluency. Using a quasi-experimental pretest-posttest design, the study involved 30 preschoolers from two schools, divided into an experimental group receiving structured phonics-based instruction and a comparison group following conventional literacy practices. Over a 10-week period, the experimental group participated in daily 20-minute shared reading sessions incorporating phonics-based mini-lessons, guided reading with decodable texts, and fluency-focused activities. Findings reveal statistically significant improvements across all literacy components, reinforcing the efficacy of structured shared reading with decodable texts. Paired samples t-tests indicated notable gains in Letter Recognition (+9.10 points, t(29) = -14.805, p

Suggested Citation

  • Nurul Salwana Mohd Multazam Khair & Shameem Rafik-Galea & Farhana Yasin & Mariani Md Noor & Puspalathaa Armum, 2025. "Enhancing Preschoolers’ Reading Fluency through Shared Reading with Decodable Texts: A Quasi-Experimental Study," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3), pages 2609-2618, March.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3:p:2609-2618
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    References listed on IDEAS

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    1. Guillaume Basse & Peng Ding & Avi Feller & Panos Toulis, 2024. "Randomization Tests for Peer Effects in Group Formation Experiments," Econometrica, Econometric Society, vol. 92(2), pages 567-590, March.
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