Effects of Repeated Exposure to Sight Words for a Struggling Third Grade Reader

Lauren Wojciehowski

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.