Teaching sight words: a study of two methods for sight word retention in kindergartners

Abstract

A rapid recall of a large sight word bank is essential to fluent reading and comprehension. Despite well crafted teacher instruction, many students still struggle to memorize these words and recall them quickly. In these cases, a new or varied approach is necessary. This action research study presents two methods for helping students with sight word identification and memorization. The first method uses the SnapWords sight word cards program to present sight words to students visually, orally, and kinesthetically. The results of this method did not show a significant increase in word recognition as a result of the SnapWords cards. As a result, the researcher simplified the presentation method by teaching the words orally and kinesthetically using American Sign Language. The results of the second study suggest that learning sight words through the kinesthetic movement of sign language improves sight word retention in kindergartners.