Effects of teaching sight words in context through repeated readings versus isolation
This study was designed to determine the effects of teaching sight words in context through repeated readings as opposed to teaching sight words in isolation for a 10-year-old student with multiple disabilities. For six weeks, this student participated in 40-minute individual tutoring sessions, three days a week, focusing on learning 60 unknown sight words from the Dolch sight word list. The researcher administered a pre-and posttest as well as weekly posttests to document student growth. Weekly posttests showed growth in learning the sight words; however, the final posttest demonstrated minimal retention of learned sight words in both conditions. These results do not support existing research in that learning sight words in context is more beneficial than learning sight words in isolation; however, this study is limited to one experience of a student with multiple disabilities.