Reading Instruction through Decoding Strategies and the Development of a Growth Mindset
Introduction
Mastering reading comprehension is certainly the most important part during reading instruction, and having a strong decoding ability while reading is necessary for reading comprehension. Phonics instruction allows the reader to map sounds onto spellings, and this ability enables readers to decode words. Decoding words aids in the development and improvement in word recognition. The more words a student recognizes the easier the reading task becomes. As a student’s word recognition improves reading fluency improves. “Reading fluency refers to the ease with which children can read a text” (Blevins, 2001 p. 9). Developing decoding strategies in the classroom will allow students to improve word recognition, reading fluency, and improve reading comprehension. Implementing a growth mindset throughout reading instruction allows students to stay out of a fixed mindset and continue to learn and grow. Psychologist Carol S. Dweck explores the idea that individuals with a growth mindset believe that they can develop their intelligence over time. However, some individuals with a fixed mindset believe that their intelligence is simply an inborn trait. Students with a fixed mindset believe if they have ability everything will come naturally. In comparison students with a growth mindset will value effort as they need to work hard to develop their abilities (Dweck, 2010). The purpose of this research review is to explore decoding strategies, how to implement decoding strategies in the classroom, what growth mindset looks like in reading instruction, and strategies educators can use to instill a growth mindset in their students. These key features will work to improve student’s reading comprehension and fluency during reading instruction.
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