This study began after small group reading procedures were established in a first grade classroom. The study focused on the effects of sight word interventions on reading fluency and consisted of five participants who received explicit sight word instruction in a small group. The participants were selected based on a baseline score from a high frequency word assessment and were given the AIMSweb Reading Curriculum Based Measure (R-CBM) to get initial assessment results. A sight word intervention was administered over the course of three weeks. Data was collected and analyzed throughout the course of the study; students were progress monitored using the R-CBM and a word list assessment. Observations were done during each lesson and the number of written and known sight words was documented. An R-CBM progress monitoring probe was given each week. All data was analyzed at the end of the study and conclusions were made about the progress of each participant. It was observed that students' knowledge of sight words and reading fluency increased through the use of sight word interventions.The study focused on the effects of sight word interventions on reading fluency and consisted of five participants who received explicit sight word instruction in a small group.
|Title||:||The Effects of Sight Word Interventions on Reading Fluency|
|Author||:||Mya Lynn Heston|