Sight Word Practice in a Lower Elementary Classroom:The Impact of Daily Sight Word Practice on Student’s Acquisition
Abstract
The purpose of this study was to look at how effective daily sight word practice was the
acquisition of sight words. The study took place in a public charter Montessori school located in
the Midwest. The classroom had 25 students ranging from first through third grade. Researchers
assessed the daily sight word practice of 8 first graders. The researchers also administered two
surveys which were given to the students and families. Each student was assessed using
flashcards on the first day of each week and they were then given a list of those five words each
week. They were also assessed on the last day of the week using the same flashcards from the
first assessment. After six weeks of new words assessed, the students were then measured on 14
of the sight words within sentences. Overall, there was a positive learning experience for all six
weeks. The parent survey focused on their knowledge of sight words and how they work on
reading and sight words at home. The study shows daily practice of sight words does in fact help
with the acquisition. Many parents know what sight words are but would like to learn new
strategies about how to teach sight words to their child. The effects of daily practice helps
strengthen the students reading skills and help create fluency.
Subject
Sight words
Reading--Study and teaching (Elementary)
Permanent Link
http://digital.library.wisc.edu/1793/84594Description
Master of Science in Education – Montessori