The Effects of Sight Word Instruction On Reading Fluency of Second Grade Students
MetadataShow full item record
Type of Work35 p.
action research papers
ProgramMasters of Education
RightsCollection 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 firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Word recognition -- Research
Reading (Elementary) -- Research
Second grade (Education) -- Research
The purpose of this study was to examine the effect of sight word instruction on the reading fluency of second grade students that were reading below grade level. The participants in this study were enrolled in second grade at an elementary school in Anne Arundel County, Maryland in the 2010-2011 school year. All of the research subjects were divided into small groups during their workshop period and were involved in guided reading lessons; the experimental group received sight word instruction in addition to the guided reading. The experimental group participated in twenty-five minute small group sessions with the first ten minutes devoted to sight word instruction. The sight word instruction was a component of the reading period for the experimental group five days a week for three months. While both the experimental and control groups showed some improvement by their scores on the Oral Reading Fluency portion of their January DIBELS assessment, 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.