Essay On Sight Word Instruction
The purpose of this study was to determine the effect of explicit sight word instruction on the reading speed of elementary EFL students. Participants’ ability to read affects their daily lives in significant ways. Thus, effective pedagogical methods of reading instruction are imperative. Memorizing lists of words by sight is especially difficult for participants who need multiple exposures to successful. Therefore, it is necessary to see different ways to teach participants who visit for multiple repetitions in an approach that will not lead to ennui or frustration. Chapter III is an overview of the methods and procedures used to find if sight word instruction causes improvement in reading speed of elementary EFL students. This chapter explains …show more content…
They were 13 to 14 years old in the second grade of guidance school. Due to small sample size in classes the researcher had to select the participants from two classes to conduct the study. Both divisions were in the same situations and the same English teacher instructed them. Notice that in this research the teacher is the researcher too. Class A (N=16) assigned as the control group, and class B (N=16) as the experimental group. For measuring the student's level of language and assuring group homogeneity the researcher used a proficiency test. The researcher administrated an English test from students' final exam in the previous year to get access to the level of students' proficiency. The items of the test were selected from the students' English book in the first grade as their instructional material in the public school. A reading pretest was taken from both groups to access their reading speed level before the treatment. Students in the experimental group received sight words treatment for 10 sessions. Each session lasted 20 to 30 minutes and 15 to 20 sight words instructed by using Flash Cards. Sight words were prepared according to Fry's 300 Instant Sight Words. The control group received no specific training on sight word and continued their regular
Dr. Louise Spear-Swerlings: Article Analysis
334 Words | 2 PagesIn Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text.
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1258 Words | 6 PagesChild assessments of reading skill were piloted in the fall and spring of the kindergarten year, and in the spring of the first grade year. Assessments were scored using Item Response Theory, and they used IRT-scale scores at these three time points, with the first grade scores as their outcome measures in the multivariable analysis. Child and family variables were accounted for a set of child and family background and demographic factors that are
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1333 Words | 6 PagesWhile some research linked PSTM to L2 reading ability (e.g., Dufva and Voeten, 1999; Service, 1992), some others found no relationship between PSTM and L2 reading ability (e.g., Hummel, 2009; Harrington & Sawyer, 1992; Kormos & Sáfár, 2008). These studies were also different in terms of the methodology and the proficiency level of the participants used. These differences in the research findings, methodology, and proficiency level pointed to the need to examine the relationship between PSTM and L2 reading ability. More specifically, prior studies used different methodologies to see if there was any relationship between PSTM and L2 reading ability. Moreover, all these studies focused on just one proficiency level, and none of them examined this potential relationship across proficiency levels.
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2796 Words | 12 PagesConstrained skills are the quickest to develop and master, such as decoding, fluency, and word recognition (Kintsch, 2004; Paris & Hamilton, 2009). As children acquire and become automatic in these reading skills, these constrained skills aid the child in a smooth transition to the later stages of reading development where there is a heavy focus on unconstrained skills. Unconstrained skills such as comprehension, vocabulary, and composition, continually develop over time making them much more complex with uncertainties of when or how they become automatic (Kamhi, 2009;
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168 Words | 1 PagesIn Trudy Ludwig's third person narrative picture book, The Invisible Boy, readers have access to a shy boy's lonely school world, where everyone from his teacher to his classmates overlooks his existence. To make matters worse, some of the ignoring behaviors seem intentional. In the end, Brian connects with two boys, and readers are left hopeful the next birthday party will include an invitation for Brian. Illustrator, Patrice Barton's impressionistic art and use of color reflect Brian's feelings and emotions which provide a window into Brian's mood. I chose to read to a small heterogeneous group of seven first-grade students.
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Literature Review: Multisensory Instruction In Education
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