The Effect of Kinesthetic Instruction on Student Acquisition of High Frequency Words
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2018-07
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Masters of Education
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Attribution-NoDerivs 3.0 United States
Attribution-NoDerivs 3.0 United States
Abstract
The purpose of this study was to determine the impact of kinesthetic instructional approaches on the acquisition of high frequency words in special education students. The measurement tool was the Qualitative Reading Inventory (QRI). This study involved the use of a quasi-experimental design in which all subjects received both the control and experimental treatment. A pre-test post-test design was used to compare scores prior to receiving either kinesthetic or traditional flashcard instruction to the scores after receiving instruction. The mean-gain difference between the two approaches was not statistically significant. Research in the area of the impact of instructional method on high frequency word acquisition should continue given the improvement seen with intervention in this study and the importance of high frequency word acquisition in reading, school, and overall success.