The Effect of a Multisensory Approach on Increasing Sight Word Automaticity in First Grade Students
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2015-07
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Abstract
The purpose of this study was to determine if the use of a multisensory approach would
impact the sight word automaticity of first grade students. The study consisted of a
sample of three first grade students who received instruction of sight words through
multisensory activities over a seven week time period. The measurement tool was the
Dolch word list for the primer and first grade levels. This study involved the use of a
pretest/posttest design to compare data before the intervention was administered and after
the intervention was complete. The null hypothesis was supported because the students
did not make statistically significant gains in sight word automaticity. Further research
should continue in order to determine best practices for developing word automaticity
and reading skills in primary students.