Date of Award

1-1-2011

Document Type

Graduate Field Experience

Superseded Degree Name

Master of Arts in Education (Reading/Language Arts)

Colleges & School

College Of Education And Leadership

First Advisor

Sandy McFarlan-Tibbits

Library of Congress Subject Heading

Vocabulary; Reading--Aids and devices; Reading; Special education

Abstract

This case study describes a program aimed at improving sight word acquisition and retention by exposing a reader who struggles to sight words. The student was exposed to the sight words through poetry, flashcard instruction, word wall lessons, and various written tasks. The study was designed for a third grade reader enrolled in special education. His difficulty with sight words was documented by the Dolch Sight Word Assessment and Rigby Running Record pre-test scores. The researcher based the intervention upon current research and theory, Wisconsin State Standards, and Special Education Law. The results of the case study indicate a slight increase in the student's ability to acquire and retain sight words after he completed the six week intervention. Following the instruction, the student was post-tested to determine growth on both the Dolch Sight Word Assessment and Rigby Running Records. The results and conclusions drawn from the intervention are reported within the case study.

Rights

On-Campus Access

OCLC Number

744478766

Share

COinS