Date of Award
Action Research Paper
Master Of Arts In Language And Literacy
Colleges & School
College Of Education And Leadership
Library of Congress Subject Heading
Vocabulary--Study and teaching; Reading
Twenty three K5 emergent readers participated in a study comparing the effectiveness and efficiency of two instructional methods for teaching sight words, drill and practice (DR) and intersepersal rehearsal (IS). Each participant, regardless of treatment group, was assigned six sight words per week, for a period of six weeks. The six participants receiving IS treatments were assigned three known words, which were interspersed with three unknown words. The ten Participants in the DR condition were assigned six unknown words. Six students, who did not receive treatment, served as the control group. During instructional treatments, words were presented on 3x5 notecards and read by the researcher for modeling. Participants then repeat the word. After a correct repetition, a new word was presented. Words in both treatment conditions were presented three times. Following the third trial with teacher modeling, cards were mixed and presented again without modeling. If participants read the word inaccurately, or did not respond within the three second time limit, error correction was provided by an additional modeled reading of the word. Dolch and Fry sight word assessments were used to assess student knowledge before and after instructional treatments. Additionally, weekly probes were administered to track student growth throughout the study. Results indicated growth occurred in each group, but IS participants demonstrated the greatest, statistically significant increase in sight word knowledge.
Nelson, Felicia, "The Effects of Direct Instruction and Interspersal Rehearsal on Sight Word Acquisition" (2013). Master's Theses, Capstones, and Projects. 329.
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