The Effect of Sight Word Instruction on the Reading Fluency of First Grade Students
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2015-07
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Abstract
The purpose of this study was to investigate the effects of sight word vocabulary on fluency for first grade students. The participants in this study were enrolled in first grade at an elementary school in Baltimore County, Maryland in the 2014-2015 school year. All of the research subjects were divided into small groups. The treatment group received regular whole group instruction, read independent leveled texts 15 minutes per day as well as sight word instruction and repeated readings of texts. While both the control and treatment groups showed some improvement in their independent reading levels, the hypothesis that sight word instruction would improve reading fluency was not supported upon data analysis. Research in this area should continue to determine if increasing sight word instruction will improve oral reading fluency.