Show simple item record

dc.contributor.authorRiscigno, Mary
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-05-13T20:06:55Z
dc.date.available2019-05-13T20:06:55Z
dc.date.issued2019-05-13
dc.description.abstractThe purpose of this study was to determine the effects of sight word instruction on reading fluency for second grade students. The participants in this study were second grade students enrolled in a Baltimore County public school during the 2018-2019 school year. The students were randomly divided into two groups. The treatment group received small group guided instruction with a focus on sight word fluency four days a week for four weeks in addition to traditional whole group reading lessons. The control group received regular small group guided reading instruction and traditional whole group reading lessons. The results of the study indicated that both groups increased their reading levels, however, the hypothesis that sight word instruction would increase reading achievement was not supported when looking at the data. Additional research with the focus on sight word fluency should be conducted to determine reading achievement.en_US
dc.format.extent25 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2d1kj-5ssj
dc.identifier.urihttp://hdl.handle.net/11603/13832
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effect of Sight Word Instruction on the Reading Achievement of Second Grade Studentsen_US
dc.typeTexten_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record