The Effects of Sight Word Vocabulary on Oral Reading Fluency in First Grade Students
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2010-05
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Masters of Education
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Abstract
The purpose of this quasi-experimental study was to determine what effect direct instruction that is focused on sight vocabulary will have on the sight vocabulary knowledge and oral reading fluency rate of first grade students. There were 41 participants in this study from two first grade classes in a Title 1 school in Glen Burnie, Maryland. The two measurement tools used were the Dolch Sight Word Vocabulary assessment and the Dynamic Indicators of Early Learning Skills (DIBELS) assessment. This study involved the use of a pretest/posttest design to compare data from February 2010, before the treatment was administered, to data from March 2010, after the treatment was completed. Achievement gains in sight word knowledge and oral reading fluency rates of these first grade students were statistically significant. These results have instructional implications for the use of direct sight word instruction for developing readers.