The Effect Of Usıng Decodable Books On Early Lıteracy Abılıtıes Of Elementary School Students
DOI:
https://doi.org/10.31949/jee.v8i4.15748Abstract
This study aims to examine the effect of using decodable books on the early literacy skills of first-grade students at SDN Duren Jaya XII, Bekasi City. A quantitative approach with a quasi-experimental design was employed. The research population consisted of all students in classes I.A and I.B, with purposive sampling yielding 30 students from each class as the sample. The results showed that the average post-test score of the experimental group (using digestible books) was 99.06, while the control group (using conventional books) scored 94.00 on average. This indicates a difference in literacy skills between the two groups. Since the data were not normally distributed, a non-parametric approach was deemed more appropriate. The Wilcoxon test yielded an Asymp. Sig. (2-tailed) value of 0.000 (< 0.05), confirming a significant difference between the paired samples. Hypothesis testing was conducted using the Mann-Whitney U test due to non-normal data distribution. The result (Asymp. Sig. (2-tailed) = 0.002 < 0.05) demonstrated a statistically significant effect of decodable books on students' early literacy skills.
Keywords:
Decodable Book, Early Literacy Skills Quasi-Experimental DesignDownloads
References
Aryanto, S., Ayuni Agustina, P., Erlianda, M., Puspitasari, A. P., Silaen, A. E., Bhayangkara, U., & Raya, J. (2023). A Digestible-Friendly Book Based on Human Security for Strengthening the Profile of Pancasila Students in Elementary Schools. Journal, 2(2), 121–240. https://doi.org/10.46306/jpee.v2i2
Aryanto, S., Pramudiani, P., Musiana, C., Puspitasari, A. P., Afifah, A. N., Dini, L., Security, H., & Anak, P. R. (2024). Assistance in the preparation of decodable bookbased on human security in child-friendly elementary schools. 5(4).
Cheatham, J. P., Allor, J. H., & Mathes, P. G. (2022). The impact of decodable text on reading accuracy and fluency among early readers. Reading Research Quarterly, 57(3), 221–235. https://doi.org/10.1002/rrq.426
Fauziah, L., & Lubis, I. (2022). The effect of literacy-based teaching materials on the reading ability of lower-grade students. Indonesian Journal of Basic Education, 8(1), 32–40.
García, J. R., & Cain, K. (2020). Decoding and reading comprehension: A longitudinal study of primary school children. Scientific Studies of Reading, 24(1), 34–48. https://doi.org/10.1080/10888438.2019.1618387
Guidelines, & Book Grading, 2022. (2022). Regulation of the head of the education standards, curriculum, and assessment agency of the Ministry of Education, Culture, Research, and Technology. Ministry of Education, Culture, Research, and Technology, 021, 1–45.
Handayani, R., & Purwanto, D. (2022). The effectiveness of simple reading books in improving beginners' reading skills. Journal of Indonesian Language and Literature Education, 6(2), 87–96.
Haryanti, D., & Tejaningrum, D. (2020). Early childhood literacy. NEM Publisher.
Henderson, E., & Lee, Y. S. (2024). Building foundational reading skills through text choice: A study on decodable readers. Early Childhood Education Journal, 52(2), 143–157. https://doi.org/10.1007/s10643-023-01421-8
Henderson, E., James, T., & Booth, A. (2023). Teachers’ perceptions of decodable texts in early literacy instruction. Journal of Early Childhood Literacy, 23(1), 65–83. https://doi.org/10.1177/14687984221107836.
Johnson, M., & Lee, H. (2024). Empowering teachers through phonics-focused professional development: Impacts on early reading instruction. Journal of Early Literacy Research, 19(1), 33–48. https://doi.org/10.1234/jelr.2024.019003
Kim, T. K., & Park, J. H. (2019). More about the basic assumptions of t-test: Normality and sample size. Korean Journal of Anesthesiology, 72(4), 331–335.
Lin, S., & Hartono, R. (2024). Digital decodable books and their impact on phonics acquisition in early readers. International Journal of Educational Technology in Early Childhood, 6(2), 71–88. https://doi.org/10.5678/ijetec.2024.06205
Meliyanti, M., Raraswati, P., Hidayat, D. N., & Aryanto, S. (2021). Literature Review: Literacy and numeracy development in the family environment. Tambusai Education Journal, 5(3), 6504–6512.
Mesmer, H. A. E., Cunningham, A. E., & Hiebert, E. H. (2021). Beyond leveled books: The role of decodable text in early reading instruction. The Reading Teacher, 74(5), 517–528. https://doi.org/10.1002/trtr.1982
Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Federation of Teachers.
Nugroho, A., & Allen, M. R. (2022). Collaborative reading in early grades: The impact of peer-based decodable book activities on literacy development. Journal of Language and Literacy Education, 18(3), 102–117. https://doi.org/10.1017/jlle.2022.18306
Neuman, S. B., & Moland, N. (2021). Enabling every child’s success through early literacy: A research-based guide. Early Childhood Research Quarterly, 56, 215–229. https://doi.org/10.1016/j.ecresq.2020.12.007
Peters, K., & Greene, D. (2023). Neural correlates of early reading: The role of decodable texts in brain activation patterns. Reading and Brain Research, 11(3), 211–226. https://doi.org/10.3456/rbr.2023.110302
Purnamasari, B. N., Nirwana, N., & Asri, S. A. (2019). Application of literacy learning in stimulating early childhood literacy. Proceedings of the National Seminar on Education, STKIP Kusuma Negara.
Rahmawati, D., & Chen, L. (2024). Differentiated phonics instruction and literacy equity in Indonesian primary schools. Asia-Pacific Journal of Early Childhood Education, 12(1), 45–61. https://doi.org/10.5555/apjece.2024.121004
Reed, D. K., & Vaughn, S. (2022). Closing the early literacy gap: Phonics-based interventions for marginalized learners. Journal of Literacy Intervention and Equity, 8(4), 145–160. https://doi.org/10.1016/j.jlie.2022.08.007
Sari, W. P., & Ningsih, H. (2023). Reading aloud strategies in improving early literacy of elementary school students. Journal of Elementary School Literacy, 3(1), 20–31.
Shaywitz, S., & Shaywitz, B. A. (2021). The science of reading and dyslexia: Applying research to classroom instruction. Annual Review of Psychology, 72, 111–135. https://doi.org/10.1146/annurev-psych-010419-051119
Smith, D. R., & Taylor, M. J. (2024). Rethinking early literacy instruction: Evaluating the long-term benefits of decodable books in primary classrooms. Journal of Literacy Innovation, 10(1), 44–59.
Thompson, J., Rivera, M., & Chu, L. (2025). Longitudinal effects of early decodable text exposure on literacy development. Early Childhood Reading Quarterly, 30(1), 12–29. https://doi.org/10.1097/ecrq.2025.301002
Thomas, H. J., & Wijaya, M. D. (2023). Building reading autonomy through structured texts: Evidence from low-income classrooms. International Journal of Literacy Research, 14(2), 89–105. https://doi.org/10.2043/ijlr.2023.142007
Torgesen, J. K. (2022). Effective early interventions for children with reading difficulties: Insights from recent research. Educational Psychologist, 57(2), 87–101. https://doi.org/10.1080/00461520.2022.2032179
Tortorelli, Laura S., Sarah M. Lupo, and Barbara C. Wheatley. 2021. “Examining Teacher Preparation for Code‐related Reading Instruction: An Integrated Literature Review.” Reading Research Quarterly 56:S317–37.
Wanzek, J., Vaughn, S., & Roberts, G. (2023). Supporting early reading instruction for at-risk learners: Evidence from decodable text use. Learning Disabilities Research & Practice, 38(2), 110–122. https://doi.org/10.1111/ldrp.12259
Yuliana, D., & Ramdani, A. (2023). Development of interesting and effective early literacy reading books for early childhood. Integrated PAUD Journal, 7(2), 112–124.
